



■ I 

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Class __L&1S4L 
Book .T 8 



Copyright N°_ 



COPYRIGHT DEPOSIT 



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BOOK I. 



Correlated Hand-Work 



A HANDBOOK FOR TEACHERS 



BY 

J. H. TRYBOM, A. B., („.u.vakb) 

DIRECTOR of' MANUAL TRAINING. DETROIT. MICH., 
AND 

REGENIA R. heller, 

DIRECTOR OF PRACTICE DEPARTMENT, DETROIT 
NORMAL TRAINING SCHOOL. 



Pu bl i sh e d by 

SPEAKER PRINTING COMPANY, 

DETROIT, MICH. 

1905. 



Copyi-ight, 1905 

By J. H. Trybom 

and 

R. R. Heller. 



U 



~Vz 



LIBRARY of CONGRESS 
Two CoDies Received 

DEC 20 1905 

CoDycight entry 

cuss a- XXc, No 

COPY B. 



^ 






^V 



PREFACE. 



The question of constructive work in the primary grades has 
received a great deal of attention during the past few years. 
It is maintained that the Kindergarten training should not 
cease abruptly at the child's entrance in the first primary grade, 
and that constructive work should occupy a place in the pro- 
gram all through the elementary school. It is further the con- 
census of opinion among educators, that this work should be 
intimately correlated with the other instruction. 

After a series of experiments extending over several years 
with classes of pupils in the public schools, and after a thorough 
study of the educational principles governing the work in the 
lower grades, we present this outline with the hope that it may 
give some profitable suggestions to teachers and thus help to 
solve the problem of constructive work in the primary grades. 

Detroit, July 27, 1905. 



CONTENTS. 



INTRODUCTION. pagb 

A. Principles, 11 

1. Conditions of Growth. 

2. Correlation with " Thought Work." 

3. Method of Teaching. 

B. Materials and Equipment, 15 

1. Materials to be Purchased. 

2. Materials Prepared by Older Pupils. 

3. How to Make and Use a Hectograph. 

4. Suggestions for Equipment of a First Grade Room. 

CHAPTER I. -Social Studies. 

A. The School, 18 

1. A Representative Picture and its Treatment. 

2. Playing a Picture. 

3. Constructive Work: School House, Frame, Win- 

dows, Picture Frame, Teacher's Table, House, 
Footstool, Book, Location of School, Sand Tray 
Exercise. 

B. The Home, 30 

1. Related Stories and Pictures. 

2. A Representative Story and its Presentation. 

3. A. Representative Poem and its Presentation. 

4. Constructive Work: Cuttings from Papers and 

Magazines, House, Door-mat. 

Dining Room Furniture: Dining Table, Chair, Cup- 
board. 

The Kitchen: Stove, Knifebox, Dishes. 

The Bedroom: Bureau, Bed, Pitcher, Washstand, 
Dresser, Wall Pocket. 

The Parlor: Davenport, Frames, Rocking Chair, 
Taboret, Rug, Vase, Wall Pocket. 

The Library: Oblong Table, Frame, Book Case, 
Couch, Arm Chair, 
[vii] 



CONTENTS. 



PAGB 

B. Home Occupations, 61 

1. Related Stories. 

2. Sense Training Games. 

3. Constructive Work. 

Monday: Washbench, Washtub, Pail, Washboard, 
Washboiler, Clothespins, Garments Hanging on 
Line. 

Tuesday: Ironingboard, Flatiron, Sleeveboard. 

Wednesday: Needle with Thread, Spool, Thimble. 

Thursday: Handbag, Parasol, Muff. 

Friday: Broom, Dustpan, Feather Duster. 

Saturday: Baking Pan, Cookie Cutter, Mixing Bowl, 
Rolling Pin, Cake Spoon, Breadboard. 

D. Clothing, ' . . 71 

1. Related Stories and Pictures. 

2. Cuttings from Papers and Magazines. 

3. A Study of Fabrics. 

4. Cardboard Looms. 

5. Wooden Looms. 

E. Food, 76 

1. Related Poems and Stories. 

2. Constructive Work: 

Baking: Flour Bag, Mixing Bowl, Breadboard, 
Rolling Pin, Baking Pan, Cake Spoon, Cookie 
Cutter. 

The Grocery Store: Square Box, Basket, Grocery 
Wagon, Vegetables, Fruit. 

The Kitchen Gardener: Hoe, Spade, Rake. 



CHAPTER IL -Primitive Life Studies. 

A. The Indian, 85 

1. Related Stories and Pictures. 

2. Descriptive Outline. 

3. Constructive Work: Wigwam, Canoe, Paddle, 

Gypsy Kettle, Tableau, Tomahawk, Bow, Arrow, 
Sugar Pail. 

C. The Eskimo, 92 

1. Related Stories and Pictures. 

2. Descriptive Outline. 

3. Constructive Work : Snowhouse, Sled, Dogs, 

Canoe, Paddle, Harpoon, Lamp, Tableau. 



CONTENTS. 



PAGE 

C. Ancient Shepherd Life, 99 

1. Related Stories and Pictures. 

2. Descriptive Outline. 

3. Constructive Work: Tent, Sheep, Well, Mill, Pes- 

tle, Mortar, Mat, Enclosure for Sheep, Tableau. 



CHAPTER III. -Holidays and Historical Events. 

A. Thanksgiving, 105 

1. Related Stories and Pictures. 

2. Constructive Work: Mayflower, House, Tableau, 

Pilgrim's Gun, Sword, Plates, Hat, Churn, Cradle, 
Clock, Chair, Fireplace, Tableau. 

B. Christmas, 115 

1. Related Stories and Pictures. 

2. Constructive Work: Festoons, Basket, Stars, Lan- 

tern, Christmas Tree, Toys, Fireplace, Stocking, 
Bell. 

C. Washington's Birthday, 123 

1. Related Stories and Pictures. 

2. Constructive Work, Cherries, Hatchet, Tent, Can- 

non, Drum, Flag, Tableau. 

D. Easter, 127 

1. Related Stories and Pictures. 

2. Constructive Work: Chicken Coop, Bowl, Easter 

Lillies. 

E. Columbus, 129 

1. Related -Art. 

2. Historical Sketch. 

3. Constructive Work: Caravel, Banner of Columbus, 

Sphere, Sword, Anchor. 



CHAPTER IV. -Occupations and Busy Work. 

A. Busy Work Exercises Associated with Reading, . 136 

1. Associating Words with their Corresponding 

Pictures. 

2. Matching Printed and Written Forms of Words. 

3. Using Familiar Words in Simple Descriptions of 

Pictures. 

4. Finding Written or Printed Words when Spoken 

Words are given. 



CONTENTS. 



PAGE 

B. Busy Work Exercisis Associated with Number Work, 142 

C. Dissected Pictures of Geometical Figures, . . 146 

D. Laying of Designs, 148 

Ten Designs. 

E. Sewing of Borders, 150 

Twenty-six Designs. 

F. Paper Weaving, 152 

Nine Designs. 

G. Bricklaying, 155 

Frame, Windows, Border, Steps, Brick Wall, Lad- 
der, Table, Chair, Clock, School-house, Church, 
Letters of the Alphabet. 

H. Work with Clay and Toothpicks, .... 160 

Dumbbell, Snowplow, Ladder, Chair, Table, Tower, 
Cube, House. 






PRINCIPLES. 



Significant features of this plan of constructive work for 
the first grade are: 1st, that the immediate surroundings 
serve as a nucleus for the instruction ; 2d, that the hand-work 
and the so-called thought work are intimately correlated; 3rd, 
that suggestive lists of related stories, poems and pictures 
are given with each unit of study ; 4th, that the outline is 
supplemented by a series of simple occupations in various medi- 
ums intended to serve as busy work. 

By acquainting a child with his surroundings we give him 
an opportunity to react upon ideas partially familiar to him. 
In consonance with the principle that the individual is inter- 
ested in things about which he knows something, the child is 
given an opportunity to express himself, by means of language 
and by means of his hands, upon matters pertaining to his 
school, his home, his food and his clothing, etc. Personal reac- 
tion is the condition for growth and every child has a craving 
for such reaction. He has an instinctive interest in performing 
the activities which develop his latent powers. 

When he is brought into contact with entirely unfamiliar 
conditions, on the other hand, in the study of primitive peoples 
for instance, his natural interests are lost sight of to a certain 
extent and we rely upon the new and the strange to arouse 
him. The ideas brought, out in this connection may be simple 
from our point of view but are they so from his? Are they not 
so entirely different from anything he ever experienced through 
his senses as to make assimilation difficult at this early stage? 
Our safest guide at this period is the child's own instinctive 
interests. His immediate surroundings should serve as the 
natural foundation upon which to build. When the child has 

[11] 



12 CORRELATED HAND-WORK. 

made some investigation of his own home and the occupations of 
his home, his food and his clothing, then he is prepared to study 
the conditions which surrounded Hiawatha, Agoonac or Ab. 

All educators agree that hand-work should be correlated 
with the other instruction. Herbart and Froebel differ some- 
what as to the significance of hand-work, but they thoroughly 
agree as to the necessity of correlation. Their respective state- 
ments of the purpose of hand-work are interesting as illustrat- 
ing two important aspects of the subject. Froebel looks upon 
hand-work as the foundation for the formation of new ideas. 
Herbart, on the other hand, would utilize the lessons in hand- 
work as a means of illustrating ideas already acquired from 
other studies. Froebel places the emphasis upon the natural 
growth of the child through experiences of his own gained by 
the use of his hands. Herbart, placing more importance upon 
instruction, would have the principles involved developed care- 
fully before the hand-work is undertaken and thus use the con- 
structive exercises as an expression of what has been taught. 

Both of these principles should be applied to the construc- 
tive work in the grades, the Froebelian doctrine having more 
prominence in the lower than in the upper grades. 

In the first grade the constructive work should grow out of 
the "thought- work" or vice versa. We have in this grade no 
series of exercises in the same sense as in the upper grades. 
Every object made has some significance in relation to the 
"thought- work"; a table is constructed when the home is 
studied, a canoe when the Indians are studied, a hoe and a 
rake in connection with the study of food. Isolated series of 
exercises in paper folding, paper cutting, clay modeling, or in 
any other medium have no place in the first grade. 

Pestalozzi, in his "Evening Hours of a Hermit," expresses 
a cardinal principle of education. He writes: " Nature devel- 
ops all the powers of humanity by exercising them, they 
increase with use. ' ' This is a principle we must not forget in 
teaching manual training. If a teacher by minute directions 
explains each step in the construction of an object, the child 
will lose a most valuable part of the potential educational 
value of the lesson. The child has not been thinking nor 
planning how the article is to be made. He has been using his 
hands busily, and there is something gained in that way, bu^ 



CORRELATED HAND-WORK. 13 

his mind has not been exercised in planning and consequently 
has not been trained in that direction. Whenever it is possible 
the child should be given an opportunity to work out his own 
problem. This does not mean that the teacher should leave the 
child to himself after supplying him with the necessary mate- 
rial. The essential parts of the object should be studied in class 
and the reasons for making it in a particular way discussed. 
The method of presenting depends of course greatly upon the 
character of the project and the material of construction. In 
free-hand paper cutting the child, after deciding upon the pro- 
ject and studying the essential parts of it with the teacher, is 
left to his ov/n resources. In the folding and cutting exercises 
the teacher will, as a rule, need to give more definite sugges- 
tions. In weaving the child after mastering the principle 
may be left to work alone, and he should be encouraged to in- 
vent variations of his pattern. 

In other words, the teacher should not explain to a class 
any thing that the majority of the pupils can think out for 
themselves. By doing so she robs the work of an important 
part of its educational value. The fact that a good model is 
made is not necessarily the result of good teaching. Too many 
directions may have been given for the purpose of eliminating 
mistakes. Give the child an opportunity to reason out the con- 
struction of an object, but whenever necessary, lead the class 
by suggestions and directions to the final end which is success. 

There is a considerable difference in pupils of the first grade 
as to their aptitude for constructive work, depending upon 
whether they have had Kindergarten training or not. If paper 
construction, clay modeling, and sewing are all new to them, 
the lesson should be made as simple as possible during the first 
part of the year. It is never a good plan to give a class con- 
structive work of a nature that means failure to the majority 
of the pupils. Success is a relative term and it requires some 
definition. The element of accuracy /. e. accuracy of dimen- 
sions does not enter into the making of these articles, but there 
must be a certain standard by which the quality of the work 
may be judged. When has a child of the first grade succeeded 
in his manual training lesson? Suppose the object made is a 
table of paper. A child has made an object which to him rep- 
resents a table, although it is quite inferior in workmanship 



14 CORRELATED HAND-WORK. 

and form to the work of the other pupils. In this object, how- 
ever, the child sees the qualities of a table, he has realized his 
purpose. Under such conditions no teacher has a right to say 
the child has failed. He has made what he intended to make. 
The representation of an object to the best of his ability, in 
which he sees the qualities of the object in question, must be 
the criterion of success in a first-grade manual training lesson. 
Prolonged activity, representing the child's best effort in work- 
manship and in the way of invention leading to a result pleas- 
ing to the worker himself, is the aim of the work in this grade. 

The teacher's duty is to encourage good work and to adapt 
the lesson to the power of the pupils, but she should be careful 
never to criticize a child when he is happy in the object he has 
produced. She should bear in mind Emerson's words: "Noth- 
ing succeeds like success," and endeavor to give the child this 
feeling of power, this confidence in his own ability, derived 
only from successful effort. 

Special pains have been taken to adapt this outline to the 
conditions existing in the public schools. There is little gained 
by advocating methods that can be carried out only with small 
classes under specially favorable conditions. Exercises have 
been attempted in this grade requiring a great deal of prepara- 
tory work on the part of the teacher to make the lessons suc- 
cessful. This state of affairs has prejudiced teachers against 
constructive work. But every teacher should be willing to 
devote a fair proportion of her free time to the preparation of 
her manual training work, as this subject, in common with the 
other studies of the curriculum, can only be taught successfully 
if the lessons are carefully prepared. 

It is not advisable, however, that the teacher should do any 
part of the actual manual work involved in the making of an 
object. This should be done by the children themselves; 
although in some cases the older children may help the younger 
ones, that is, a certain co-operation may exist between classes 
as suggested in several cases in the following outlines. 



CORRELATED HAND-WORK. 15 



MATERIALS. 



Clay:— Ordinary white clay bought in bulk or in bricks. 
It should be kept in the schoolroom, so it will be convenient for 
the teacher, in an earthenware jar with cover. In this manner 
it will remain in condition for many weeks without any prepar- 
atory work. 

Paper :— Thin colored paper of almost any quality is satis- 
factory for the paper work, such as Woodland 20 lb. laid or 
25 X 40 S. & S. C. cover 50 lbs. to ream. The paper should be 
ordered cut into 8 x 8 in. 

Paper For Mats :— Ordinary rag paper is used for weaving 
mats. It is very inexpensive, from two to two and a half cents 
a pound. This is ordinary cheap quality wrapping paper and 
not made of the material the name would indicate. It should 
be cut into 8-in. squares by the dealer. The strips for weaving 
are cut from the thin paper mentioned above. 

Cardboard:— Royal bristol board, solid color is most suit- 
able. The weight best adapted for the work is 120 lbs. to the 
ream. Size 28>2 x22jE^ in. It is convenient to have this cut 
into pieces 14^ xllji in. when purchased. It may be cut by 
older pupils. It will cost about $1.00 per 100 sheets. 

Yarn :— Yarn of any coarse quality such as German knitting- 
yarn may be used. It comes in different colors. 

Needles :— Coarse tapestry needles. 
Toothpicks :— Round toothpicks. 

material prepared by the advanced children. 

1. Cardboard loom No. 1, see page - - 73 

2. Cardboard loom No. 2, see page - - - 73 

3. Wooden loom, see page . _ _ _ 74 

4. Bricks, see page ------ 155 

5. Cardboard tablets, see page - - - 148 



16 CORRELATED HAND-WORK. 

6. Squares and oblongs for sewing cards. 

7. Sand tray made by boys in the manual training classes, 
size same as top of desk. 

8. Oblong pieces of paper ruled for calendars. 

9. Weaving mats and strips for the first lessons in 
weaving. 

10. Boxes made by 4th or 5th Grade pupils for lentils, 
pegs, etc. 

11. Envelopes of different sizes made by 5th Grade pupils 
for tablets, words for seat work, etc. 

12. Playhouse made by 8th Grade pupils. 

SUGGESTIONS FOR EQUIPMENT OF A FIRST-GRADE ROOM. 

Supply Cupboard :— There should be such facilities as to 
make it possible for the teacher to keep all her supplies in her 
own room. A good sized cupboard or a closet with shelves 
should be provided. Some specimens of the different kinds of 
work should be kept from year to year to furnish suggestions 
and help to new teachers who may have the room later. 

Working Shelf-— Many of the constructive exercises can 
conveniently be carried on by the children while standing, 
giving a profitable change from the sitting posture. All that 
is necessary for this is a shelf extending the length of the room 
and made so that it can be folded down when not in use. 

HOW TO MAKE AND USE A HECTOGRAPH. 

A hectograph is a mixture of glue and glycerine of the 
consistency of stiff jelly. If a paper, written with a special 
kind of ink be pressed face down upon this substance, enough 
of the ink is absorbed to permit of taking from fifty to seventy- 
five fac simile copies of the original paper. The ink may then 
be entirely washed off, leaving the hectograph ready for imme- 
diate use. 

In making a hectograph the proportion of glue to glycerine 
is as one to four. To fill a pan 8 x 12 in. , four ounces of glue to 
a pound (or a pint) of glycerine will be sufficient. Gelatine may 
be used instead of glue, but it is not quite so certain to come 
out well. Soak the glue in a pint of cold water until it is soft. 



CORRELATED HAND-WORK. 17 

it will then have absorbed all the water. Add the glycerine 
and let it come to a boil, stirring it to keep it from burning. 
As soon as it comes to a boil pour it into a shallow tin pan about 
half an inch deep. Before it cools, all bubbles and scum must 
be most carefully removed by skimming with a table knife to 
the edge of the pan. It is important to have a perfectly smooth 
surface to get good results. The hectograph will be hard 
enough to use in twenty-four hours. 

Get hectograph ink and write with a coarse pen upon 
glazed paper. When the ink is dry it will show a green 
metallic lustre. It is then ready for use. It is not necessary 
to wash the hectograph before using, but sometimes in cold 
weather, better results may be had if the surface is washed 
with lukewarm water first and then carefully dried with sheets 
of newspaper. 

The prepared copy should be placed face down upon the 
surface of the hectograph, and gently pressed all over with the 
hand. Allow it to remain from two to five minutes according 
to the number of copies desired. Then peel it off and, lay on 
one of the blank papers which should be of the unglazed sort 
sold for hectograph work, though any unglazed paper will 
answer. Every part of the paper should be rubbed with the 
fingers so that all of the ink will come in contact with it, then 
remove the paper. The ink upon the hectograph must be 
washed off immediately after using. A sponge and lukewarm 
water will cause the ink to come off readily. Water may be 
freely used. 

In very hot weather the paper may stick to the hectograph, 
in that case cooling it is the remedy. In very cold weather the 
copies may not be bright enough, then the hectograph must be 
gently warmed but not melted. In general it should feel about 
as warm as the hand. When the hectograph becomes worn it 
may be put into the oven and remelted. 



CHAPTER I 



THE SCHOOL. 



CORRELATED PICTURES. 

Study, by Meyer von Bremen. 

The Little Scholar, .... by Bougereau. 

The Music Lesson, .... by WuNSCH. 

The School in Brittany, .... by Geoffrey. 
The Knitting Lesson, .... by Senderland. 

Learning the ABC, . . . -by Defregger. 



Upon entering the primary school, the children are natur- 
ally interested in making a superficial exploration of their new 
world, in looking at pictures illustrating school life and in 
hearing stories treating of some aspects of school life. The 
manual exercises described below give a motive for observation 
of the school-house, the school-room, and the furnishings of the 
school-room. 

[18] 



CORRELATED HAND-WORK. 



19 



A REPRESENTATIVE PICTURE AND ITS TREATMENT. 




Show the children 
Bougereau's Little 
Scholar. The follow- 
ing questions will 
stimulate discussion. 
What has this little 
girl in her hands ? 
What has she on her 
arm ? What is in the 
basket ? Where is she 
going ? Is the school 
far away ? Which way 
is she looking ? At 
whom do you think she 
is looking ? Is the little 
girl dressed as our little 
girls are ? What would 
be a nice name for this 
picture ? 

The teacher may 
recall these questions 
later in the term, and 
write the children's 
answers upon the 
blackboard as a read- 
ing lesson. 



The little girl has a book. 

The little girl has a basket (on her arm), 

The little girl has lunch (in her basket) . 

The little girl is going to school. 

The little girl is looking at her mother. 



20 



CORRELATED HAND-WORK. 



Encourage the children to describe Wunsch's "The Music 
Lesson" by means of the following questions. How many 
children do you see ? Upon what are three of the children 
sitting ? Are they all the same size ? How does the baby 
keep his seat ? At whom are the children on the log looking ? 




Why does he hold one 
doing ? Who is leading 



What is he holding up in his hand ? 
hand out ? What are all the children 
the song ? Name this picture. 

Encourage different groups of children to act out the 
picture. In order to make a faithful pose, the children must 
observe the picture very carefully. The crudest setting and 
the slightest attempts at costuming prove sufficient. 



CORRELATED HAND-WORK. 



21 



SCHOOL- HOUSE. 

Material:— Sewing card, needle and thread. 

It would be interesting to the children to introduce this 
work by letting them sew on a card the school-house of 
Bourgereau's "Little Scholar," or a picture of their own 
school. These cards must be prepared for the children either 
by older pupils or by the teacher. For work of this nature the 
teacher should have a hectograph or duplicator at her disposal. 




If dots are made on the lines to guide the young children in 
their sewing, it will be unnecessary to prick holes. 

By using a copy, the 3d or 4th grade children may make 
these cards in their regular manual training lessons. They 
will first cut a 5-inch square, then by putting the copy on top 
of this, prick the holes for the sewing, and then connect these 
dots with straight lines. 



22 



CORRELATED HAND-WORK. 



FRAME. 



Material:— Sewing card, needle and thread. 




An oblong frame representing one in the school-room, 
should be sewed, the cards being prepared by 3d or 4th grade 
pupils or by the teacher. 



CORRELATED HAND-WORK. 



23 



WINDOWS. 

Material:— Paper, 8-inch square. 




1 1 

1 1 

1 1- 


1 

1 

1 


1 1 

1 ' 

1 ' 


1 

1 


1 1. 

1 1 


- 1 

1 

1 



1. Fold the diameters. 
To do this, place paper on 
the desk and have the 
children fold the edge 
nearest to them to the 
opposite edge and crease. 
Fold the other diameter. 
The paper is now folded 
into four squares. The 
edges may be folded to the 
diameters and the paper 
will be divided into sixteen 
squares. This may repre- 
sent a square window with 
small panes. It serves well 
as an introductory exercise 
in paper folding. 

2. Have the children cut 
on crease an oblong from 
another square and fold it 
to represent the window in 
school-room. 



24 



CORRELATED HAND-WORK. 



PICTURE FRAME. 



Material: — Paper, two 8-inch squares. 



I I I 

I I I 



1. Fold into sixteen squares as above. 

2. Leave paper folded on diameters and cut square rep- 
resenting the center of the paper. 

3. Unfold and use another square as a back for^^the^frame 
pasting it on three sides. 



CORRELATED HAND-WORK. 



25 



TEACHER'S TABLE. 

Material:— Paper, 8-inch square. 



; 1 ' 

1 ' 1 

1 ' ' 




1 
1 

1 
1 

1 


1 ^ 




1 B 




1 C 




1 
1 



1. Fold into sixteen squares. 

2. Cut off one row of squares. 

3. Cut on solid lines according to drawing. 

4. Crease and form into a box. 

5. Paste squares A, B and C, forming one end of the box. 

6. Paste the other end of the box in the same manner. 

7. Cut the sides of the box to represent the legs of table. 










26 



CORRELATED HAND-WORK. 



HOUSE. 

Material: — Paper, 8-inch square. 



1 1 1 

1 1 ' 
1 1 ' 


D 1 


1 B 


c 


1 A 


1 1 i 

1 



1. Fold into sixteen 
squares. 

2. Cut on solid lines. 

3. Crease and paste 
square A to B and C to 
D, thus forming the 
roof of the house. 

4. Paste corner 
squares. 






iH^tiiiUii'JiiSiiliii'/ai 







CORRELATED HAND-WORK. 



27 



FOOT- STOOL. 

Material : — Paper . 




1. Show the class a foot-stool or a paper model. 

2. Let them cut and fold paper independently to represent 
the object. 



f;«j y..,*:;%V.-./.v..;v>*^'^^y^'yilV./.N.;.V^-.; l«:it'-:—?*.'.:*''.'-*,:!\'*"''A'i;«"-.V.V.-.v''i" m-^ -:'^ ;.*/•*.;■ 




28 



CORRELATED HAND-WORK. 



BOOK. 

Material:— Two 8-inch squares, thread, needle. 

1. As a preliminary exercise it would be a good plan to 
show the children how to tie a knot, that is how to tie two ends 
together. A little practice in this exercise should be given 
after the teacher has domonstrated the process by means of a 
piece of cord or coarse twine. 




2. Fold the two pieces of paper on the horizontal diameter. 

3. With needle and thread take one long stitch about the 
centre of the crease and then tie the two ends together. 



Note— Supplementary reading lessons and poems should be mounted 
in these books. The teacher hectographs these lessons and cuts them up 
into lines or words and the children are required to place and mount these 
in their proper order. In this way the children will make little readers of 
their own. Books of this kind should also be used for mounting the free 
hand paper cuttings relating to any particular unit, and as the children 
advance they may also be required to match and mount with these cuttings 
the equivalent words. 



CORRELATED HAND-WORK. 



29 



LOCATION OF THE SCHOOL. 

Material:— Paper, cardboard. 

1. A front view of the school-house is cut free hand. 

2. Mount this on a piece of cardboard (6 inches x 6 inches) . 

3. Cut and mount strips of paper to represent the streets 
in such a manner as to show their relative positions. 



1 


■ 


^^M 


1 




J 


■I^BI 



LOCATION OF THE SCHOOL. 

Tableau: — In Sand Tray. 

1. The sand tray is used to illustrate the location of the 
school. The house made previously from paper is placed in the 
sand and grooves are made to represent the streets. 

2. Let the children build a fence with pegs around the 
house. 



Note. —The rake and the spade may be used in the sand tray. See 
under heading "The Kitchen Gardener." 



30 CORRELATED HAND-WORK. 



THE HOME. 



The consideration of the home divides itself naturally into 
the study, by means of stories and pictures, of the amenities of 
home life based upon ties of affection and tenderness, the study 
of the furnishings of the rooms of the house, and the study of 
the occupations of the days of the week. 



STORIES, POEMS AND RHYMES ILLUSTRATIVE OF 
HOME LIFE. 

The Wake Up Story, by Mrs. Bumstead-The Child World. 

The Go Sleep Story, by Mrs. Bumstead-The Child World. 

The Three Bears— Blue Fairy Book. 

The Babyhood of Moses. 

One, Two, Three, by Bunner— Verse and Prose for Beginners. 

What Does Little Birdie Say ? by Tennyson. 

A Good Play, by Stevenson— A Child Garden of Verses. 

Hush-a-bye-Baby— Mother Goose Rhymes. 

Polly Put the Kettle On— Mother Goose Rhymes. 

"I Love You, Mother, " — Songs of the Tree-top and Meadow. 

Sleep, Baby, Sleep— Songs of the Tree-top and Meadow. 

Cornelia and Her Jewels— Baldwin's Fify Famous Stories Retold. 

Dama and The Jewel— Adler's Moral Instruction of Children. 



PICTURES. 

Asleep, by Sir John Millais. 

Just Awake, by Sir John Millais. 

Soap Bubbles, .... by Sir John Millais. 

Can't You Talk, . . . -by Holmes. 

In Quietude, by Olivie. 

The Baby's First Adventure, . . by Herman Kaulbach. 

The First Steps, .... by Millet. 

Feeding Her Birds, . . . .by Millet. 

Madonna del Granducca, . . by Raphael. 

Madame LeBrun and Her Daughter by Madame LeBrun. 

LaBelle Choclatierre, . . .by Liotard. 

The Little Brother, ... by Meyer von Bremen. 



CORRELATED HAND-WORK. 31 



A REPRESENTATIVE STORY AND ITS TREATMENT. 

A long time ago, a cruel king of a far away country made 
a law which read : ' 'All the little boy babies born to the people 
who labor for us shall be cast into the river, but the little girl 
babies shall be saved alive." Now these people loved their 
babies very dearly, and they begged the cruel king to let them 
keep their little boys too, but he would not listen to their 
prayers. 

One mother found it so hard to throw her baby into the 
river to drown that she hid him in her house for three months. 
But now he was growing strong. He crowed and cried so 
lustily that the secret could no longer be kept from the officers 
of the king. So the sad mother made a basket from the rushes 
growing along the banks of the river and daubed it with slime 
and pitch so the water could not get in. Tenderly she laid the 
baby in the soft basket. How hard it was to cover his smiling 
face ! At last she placed the basket among the rushes along 
the banks of the river and walked sorrowfully away to her 
home. 

Soon the cruel king's daughter came down to the river to 
bathe. Her maidens came with her. The princess noticed the 
basket among the rushes and asked one of her maidens to bring 
it to her. When she saw the helpless, crying baby, she felt 
sorry for him and said he should not be left to drown. Then 
the little sister, who had been watching at a short distance, 
came running up to the princess. ' ' Oh princess, ' ' she said, 
"shall I go and find some one to take care of the baby for you?" 
And the princess answered, "Go." Soon the little sister 
returned with her mother. The princess said to her: (of course 
she didn't know she was the baby's mother) "Take very good 
care of this baby for me and I will pay you." When the baby 
had grown to be a strong child, he came to live with the prin- 
cess. in the king's palace. 

The story of the babyhood of Moses should be told in a 
simple way, without historical or geographical setting and with- 
out comment. The story appeals to most young children and 
they call for it repeatedly. In responding to this request, the 
teacher should be careful to give the same version each time. 

If reproduction is required, the children should be given 



32 CORRELATED HAND-WORK. 

the opportunity to attempt telling the story as a whole inde- 
pendently. Should this prove too difficult, help them to recall 
the important parts of the story by means of questions. 

Tell about the law the cruel king made. 

Tell about the mother who put her baby into a basket made 
of rushes. 

Tell about the princess noticing the basket among the 
rushes. 

Did she leave the baby to drown ? 

How did the baby's sister help ? 

Did the mother lose her baby after all ? 

When he grew older with whom did he live ? 



A REPRESENTATIVE POEM AND ITS TREATMENT. 



ONE, TWO, THREE. 

It was an old, old, old, old lady 

And a boy that was half past three, 

And the way that they played together 
Was beautiful to see. 

She couldn't go romping and jumping, 
And the boy no more could he; 

For he was a thin little fellow, 
With a thin little twisted knee. 

They sat in the yellow sunlight. 

Out under the maple tree. 
And the game that they played I'll tell you. 

Just as it was told to me. 

It was Hide-and-Go-Seek they were playing, 
Though you'd never have known it to be- 

With an old, old, old, old lady 

And a boy with a twisted knee. 



CORRELATED HAND-WORK. 33 

The boy would bend his face down 

On his little sound right knee, 
And he guessed where she was hiding, 

In guesses One, Two, Three. 

" You are in the china closet ! " 

He would cry and laugh with glee- 
It wasn't the china closet, 

But still he had Two and Three. 

" You are up in papa's big bed-room, 

In the chest with the queer old key," 
And she said : ' ' You are warm and warmer ; 
But you are not quite right, ' ' said she. 

" It can't be the little cupboard 

Where mamma's things used to be- 
So it must be the clothes press. Gran 'Ma," 
And he found her with his Three. 

Then she covered her face with her fingers, 

That were wrinkled and white and wee. 
And she guessed where the boy was hiding. 

With a One and a Two and a Three. 

And they never had stirred from their places, 

Right under the maple tree— 
This old, old, old, old lady, 

And the boy with the lame little knee— 
This dear, dear, dear old lady 

And the boy who was half past three. 

—Henry C. Bunner. 



From " Poems of H. C. Bunner " — Copyright 1SS4, 1S92, 1S96, 1S99 by Charles Scribner's Sons. 



Have you a grandmother living with you ? Can she move 
about quickly ? Do you like to play with your grandmother ? 
Do you know any little child who is lame and cannot run about 
and play as you can ? Does such a child have a good time ? 

We shall study a poem telling about the way an old, old, 
old, lady and a boy who was half past three played together. 



34 CORRELATED HAND-WORK. 

What do you think is meant by half past three ? Listen to the 
first stanza, the second stanza. It isn't surprising that the old, 
old, old lady couldn't "go romping and jumping," but why 
couldn't the little boy? Listen to the third stanza. Close your 
eyes and try to see the old, old, old lady and the boy with a thin 
little twisted knee sitting in the yellow sunlight under the 
maple tree. This next stanza will tell you the game they played 
together. Aren't you surprised to hear it was hide and seek ? 
Remember neither of them could "go romping and jumping." 
They must have found a new way of playing hide and seek. Now 
we'll hear just how they played hide and seek. (The next four 
stanzas are read.) Can you see the little boy blinding his eyes? 
Who will show how he bhnded his eyes? Tell about it. When 
grandma was "ready," how did he find her? How many 
guesses might he have ? Where did he try to find her first ? 
Tell about his second guess. How did he know he had almost 
found her ? Tell about his third guess. Now it's grandma's 
turn to blind her eyes. Try to see her while I read about it again. 
Some one come and play he is grandma blinding. Tell about 
grandma's fingers. How many guesses did she have ? Listen 
to the last stanza. And all the while this old, old, old lady and 
the boy with the lame little knee were having such an exciting 
time playing hide and seek, where were they ? The poet says 

they had never even ? 

Wasn't it a very nice way for them to play ? Let us listen 
to the whole poem. Some other time we shall learn to recite 
the poem. 



PLAYING THE PICTURE- FEEDING HER BIRDS. 

After the children have studied the picture, encourage them 
to play it. The posing will be helpful in giving them a better 
appreciation of its significance and feeling. 

Let us play the picture Feeding Her Birds. What persons 
do we need to make the picture ? Who will be the mother ? 
The little girls ? Who will be the little brother ? Fix a place 



CORRELATED HAND-WORK. 



35 



for the little girls and little brother to sit. How would it do to 
place this book tray in the doorway ? Now fix something for 
the mother's seat. Can you find things that will do for the 
mother's spoon and bowl ? Which one of these little girls 
would make a good younger sister ? Big sister, have you your 




doll ? Now, Mother and Children, before taking your places, 
look carefully at the picture. (To the children of the room. ) 
Does Little Brother act as if he were very hungry ? Is the 
Little Sister watching Little Brother as if she were very much 
interested ? Does Big Sister look as if she had had her turn ? 
Does Little Brother's open mouth make you think of a hungry 
little bird ? 



36 



CORRELATED HAND-WORK. 



HAND-WORK. 



FURNISHING A HOUSE. 

As this unit includes quite a large number of exercises, and 
as many of them, even though they have interesting associa- 
tions, are too difficult for little children at the outset, it is advis- 
able to postpone these more complex exercises until later in the 
year, when they shall have had more practice. The arm chair, 
the rocking chair, and cupboard may be among the number 
deferred. To an extent then, the house furnishing will be left 
incomplete for a time, but the children will be anticipating mak- 
ing these articles in the future. 




As an introduction to the constructive work, the children 
may cut illustrations from papers or magazines, representing 
the different pieces of furniture of the several rooms. The 
children will doutless be able to bring illustrations of this nature 
from home. These cuttings may be mounted either on card- 
board or in their booklets and grouped so as to represent the 
various rooms ; or little supports may be pasted to the backs 
of the pictures so that they may stand. 



CORRELATED HAND-WORK. 



37 



QUESTIONS TO BE ANSWERED. 

1. If you were planning a play house, what rooms would 
you have ? 

2. Which rooms would you have up-stairs? 




3. Name the pieces of furniture you need for your parlor. 

4. What other things do you need for your parlor? 

5. Would you like to make the furniture? 

6. Of what do you think we could make it? 



38 



CORRELATED HAND-WORK. 



7. Would you like to make the rugs, the picture frames,, 
the vases? 

8. Name the pieces of furniture and other things needed 
for the dining-room, the bed-room, the kitchen, the library. 
We shall try to make most of these articles. 

It would be a great incentive to the children to have a play 
house in the room, containing the different rooms, which could 
be furnished with the best pieces of furniture made. In schools 
where the upper grades have bench-work, these play houses 
could easily be made by the eighth grade pupils without any 
expense. 



HOUSE. 

Material:— Paper, two 8-inch squares. 




1. For Construction see page 26. 

2. Cut 5-inch square for the roof. This is done by fold- 
ing the 8-inch square on the diameters, fold two adjoining 
sides to diameters and cut on creases. Fold the edges, just cut, 
to the same diameters and cut on creases. 



CORRELATED HAND-WORK. 



39 



3. Fold this 5-inch square on diameter. 

4. Paste on the house, thus making the projecting roof. 

5. Cut opening for door. 

6. Cut narrow strip of paper for chininey, about 1 inch by 
3/8 of an inch. 

7. Cut slit on the ridge of the roof and insert this oblong, 
pasting it inside. 



DOOR MAT. 

Material:— Raffia and Yarn or Heavy Worsted. 







Use the wooden loom shown on pages 74 and 75. 



40 



CORRELATED HAND-WORK. 



DINING-ROOM. 



DINING -TABLE. 

Material:— Paper, 8-inch square. 



- -k - 



I 
-\ 

I 
_i 

1 

I 
■ 1 



1. Fold diameters, 
making a crease only 
at each end, as it will 
not be needed for cut- 
ting. 

2. Fold two adjoin- 
ing edges to diameters 
and cut. If teacher 
has 6 inch squares at 
hand, these two exer- 
cises will be superflu- 
ous. 

3. Fold into sixteen 
squares. 



4. Cut on solid lines. 

5. Crease and paste box. 

6. Cut sides free-hand to represent the legs of the table. 




CORRELATED HAND-WORK. 



41 



CHAIR. 

Material:— Paper, 4-inch square. 



a 


B 


l^VI 


A 


> 


1 




i> 




c d. 



V 





1. Fold into four ob- 
longs. 

2. Cut off one ob- 
long. 

3. Fold short diam- 
eters. 

4. Fold one edge to 
diameter. 

5. Cut out oblongs 
A and B and cut on 
lines a b and c d. 

6. Cut free hand 
the top of the back of 
the chair. 

7. Crease and paste. 

8. Cut out triangles 
to represent the legs. 



42 



CORRELATED HAND-WORK. 



CUPBOARD. 

Material:— Paper, 8-inch square. 



--k- 



--1--I 



_L _ 

I 
4- - 

I 



I I I I I 
-i_4_X_U-U_| 
I I I I I 

^--r-t-\--^- 
I ... I 



A 



--t 



B 






-I- 



-±-[ 



I D 1 



r 



1. Fold into 64 
squares. 

2. Cut off three rows 
of squares on one side 
and two rows on an ad- 
joining side. 

3. Cut out the cor- 
ner squares. 

4. Cut on solid lines, 

5. Crease and paste 
square A to B and C 
to D. 

6. The same on the 
other side. 

7. Make ornamental 
rim for the top. 

8. Shelves may [be 
pasted inside the cup- 
board. 




WM 



CORRELATED HAND-WORK. 



4a 



KITCHEN. 



STOVE. 

Material:— Paper, 8-inch square. 



I 
I 

I 




1. Fold into 16 
squares. 

2. Cut off the two 
rows of squares, leav- 
ing a square 6 inches 
by 6 inches. 

3. Cut on solid lines. 

4. Crease and paste, 
forming a square box. 

5. Take one of the 
2-inch squares that 
were cut off, roll it in- 
to a cylinder about the 
size of a pencil and 
paste. 

6. Make opening in 
the bottom of box and 
put in the stove pipe. 



44 



CORRELATED HAND-WORK. 



KNIFE BOX. 



Material:— Paper; two 4-inch squares. 



^ 



1. Fold the two 
squares each into 16 
squares. 

2. Cut on solid lines. 

3. Place one above 
the other and fold on 
short diameter and cut 
opening for handle. 

4. Paste the boxes. 

5. Paste them to- 
gether on long sides. 



.' .-5i!^gl.C^^,.«:i»,.^^;>^a^ 



ia»«feai^>.^;ife.^.. 




CORRELATED HAND-WORK. 



45 



DISHES. 

Material:— Clay. 
Plates, cups and saucers, small size. 













;•.V.i?^;L^;SI^■^5:Sj^S•^^«^^ 










46 



CORRELATED HAND-WORK. 



BED-ROOM. 



BUREAU. 

Mate RIAL : — Paper, six 
8-inch or 4-inch squares. 

1. Fold into 16 
squares. 

2. Cut off one row 
of squares. 

3. Cut on solid lines. 

4. Crease and paste 
box, 

5. Make another box 
just like the first one 
to serve as drawer. 

6. These boxes being 
the same size will slide 
one into the other. Cut 
small strip of paper for 
handles and paste. 

7. Make four more 
boxes like the above. 

8. Paste them to- 
gether. 

9. Make ornamental 
rim for the top. 

10. In cutting this, 
fold paper double so 
that the two sides will 
be alike. 










t_.^ 




CORRELATED HAND-WORK. 



47 



BED. 

Material: —Paper, 4-inch square. 

1. Fold into 16 
squares. 

2. Fold edge to 
crease nearest to it on 
three sides of the 
square. 

3. Cut on the 
creases just made. 

4. Cut out oblongs 
A and B and squares C 

and D. 

5. Cut freehand the 
footboard, the head- 
board, and the sides to 
represent the legs. 

6. Crease and paste. 

7. Separate pieces of paper may be cut out and pasted to 
represent the sides of the bed. 





48 



CORRELATED HANDWORK. 






WASH STAND. 

Matkkiai.:— Puper, S-incli s(]u;)V(\ 







a1 : ic 




— 


~ n 


~ T - r -r~ 
1 1 1 








1 1 1 
1 1 1 





1. Cut on diameter. 

2. Fold oblong- into 32 
squares. 

3. Cut on solid lines. 

4. Paste squares A to B and 
C to D. 




5. Paste the other end in a 
similar way. 

6. Cut from another piece 
of paper 2-inch square rack 
for towels and paste to back of 
wash stand. 

NOTK: — In cuttiiiii" aiioponinti' in 
a piece of paper, always fold it 
double, so that the two halves of the 
opening are cut at the same time. 




WATER PITCHER. 

Material: Paper. 

Free-hand cutting:. 



CORRELATED HAND-WORK. 



49 



DRESSER. 

Material:— Paper, 8-inch square. 





V^ 1 --^ 






1 

1 

I 










1 1 1 
1 1 1 
1 1 1 



1. Fold into sixteen 
squares. 

2. Cut off one row 
of squares. 

3. Cut on solid lines. 

4. Cut free-hand the 
top of the dresser. 

5. Crease and paste. 





50 



CORRELATED HAND-WORK. 



WALL POCKET. 

Material: — Paper, 8-inch square. 



I\ 
I \ 

i \ 
I \ 

I \ 

; \ 

I / 

\ ' / 

\ I / 

L_ ul: 



1. -Fold diameters. 

2. Fold three of the 
corners to the center. 

3. Paste these cor- 
ners together by put- 
ting pieces of paper 
underneath. 




CORRELATED HAND-WORK. 



51 



PARLOR. 



DAVENPORT. 

Material:— Paper, 8-inch square. 




1. Fold diameter and cut. 

2. Fold oblong into 32 squares, 

3. Cut off one row of squares on long side and three rows 
of squares on short side. 

4. Cut on solid lines. 

5. Paste square A to B and square C to D. 

6. Cut two oblongs 2 inches by 1 inch and paste to the 
ends of the davenport. 

7. Cut the upper part of these ends slanting. 




52 



CORRELATED HAND-WORK. 




FRAMES. 

Material— Cardboard, needle 
and thread. 

Oblong, square, or cir- 
cular frames may be made 
with a variety of designs. 
The cards may be made by 
older pupils (4th grade). 




FRAME. 

Material : — Paper, 
8-inch. square. 

1. Fold diag- 
onals and diam- 
eters. 

2. Fold corners 
of 8-inch square 
to center. 

3. Leave folded, 
and fold points 
back to center of 
sides. 

4. Put in pic- 
ture and paste 
sides. 



CORRELATED HAND-WORK. 



53 



ROCKING CHAIR. 

Material:— Paper, 4-inch square. 







U^VJ 






A 




B 




// 


o 


'\\ 




c 


1 E 




a 


, L 




D 


A 1 r 



1. Fold into sixteen 
squares. 

2. Cut off one row 
of squares. 

3. Cut out squares 
A and B. 

4. Cut on solid lines 
a, b, c and d. 

5. Crease and paste 
square D to C and F to 
E. 

6. Cut rockers and 
top of chair. 




54 



CORRELATED HAND-WORK. 



TABOURET. 



Material:— Paper, 8-inch square. 



I 
I 

^1 



1. Fold into sixteen 
squares. 

2. Cut off two rows 
of squares. 

3. Crease and paste 
cubical box. 

4. Cut out triangles. 




CORRELATED HAND-WORK. 



55 






5|^4i^§^^v-^^'K||Si5^-:K Let tl 

wl^^lfe^^^^i^^^^y---^i^^^^^r->x/^^ together forming a 

^'^^i\&i:^0i'F%i:^^-0!^AM^ round mat. 



RUG. 

|. Material: — Worsted, 
spool knitting. 

the children 
e strand 



^S 






VASE. 

Material :— Clay. 

Some simple design may be used 
as decoration. The little tabouret 
made of paper (see page 54) may 
be used as a stand for the vase. 










56 



CORRELATED HAND-WORK. 



WALL POCKET. 

Material: — Paper, 8-inch or 4-inch square. 




1. Fold diameter. 

2. Leave folded and fold 
the other diameter, 

3. Fold the three upper 
corners at C on A B towards 
the inside and tuck them 
into the pocket formed by 
triangle A B D. 



\ 




\ 







CORRELATED HAND-WORK. 



57 



LIBRARY. 



OBLONG TABLE— See page 25.- 



FRAME. 

Material:— Paper, 8-inch square. 



1- 



\- -\- 



± 



•W. 



^^M 



^ 



1 



1. Fold into sixteen 
squares. 

2. Fold edges to 
nearest crease. 

3. Leave folded, 
and fold diagonals of 
small corner squares, 
putting the corners 
underneath, thus giv- 
ing the appearance of 
mitred corners. 

4. Paste these 
down. 




58 



CORRELATED HAND-WORK. 



SECTIONAL BOOK CASE. 

Material:— Paper, two 8-inch squares. 




1. Fold diameter and cut. 

2. Fold oblong into 16 equal oblongs (see sketch). 

3. Fold each end to nearest crease. 

4. Cut on solid lines. 

5. Form into oblong box and paste. 

6. Make any convenient number of these boxes and then 
paste them together, 

7. Cut ornamental rim for top, having paper folded double 
so that the two sides will be alike. 




CORRELATED HAND-WORK. 



59 



COUCH. 

Material: -Paper, 8-inch square. 




1. 
2. 
3. 
4. 
5. 
6. 



Fold diameter and cut. 

Fold oblong into 16 equal oblongs (see sketch) 

Fold each short edge to crease nearest to it. 

Cut on solid lines. 

Paste square A to B and C to D. 

Cut back free-hand. 



_JS 



60 



CORRELATED HAND-WORK. 



ARM CHAIR. 

Material:— Paper, 4-inch square. 





E 


L^"-sl 


F 


1. Fold into sixteen 
squares. 

2. Cut off one row 
of squares. 

3. Cut on solid lines. 
/ 4. Paste square A to 

^ B and C to D. 


Q 


_ 


b c 





B 





D 


5. Fold oblong E on 
dash line a b, and 
oblong F on dash line 
cd. 


A 


C 


6. Paste these to 
the sides of the chair. 

7. Cut top and legs. 












I 




CORRELATED HAND-WORK. 61 



HOME OCCUPATIONS. 



CORRELATED LITERATURE. 

Good Night and Good Morning, by Lord Houghton^Prose and Verse for 

Beginners, by Horace Scudder. 
"Here we go around the Mulberry Bush." 



SENSE TRAINING GAMES. 

The various parts of such an activity as ironing should be 
performed by the teacher in the presence of the children with- 
out comment or explanation, and then the children, having 
yielded a good quality of attention, should be able to reproduce 
the series in the exact order. After a few individuals have 
performed the activity with the materials provided, it should 
be turned into pantomime or finger play as a class exercise. 
Following the finger play the children should give short sen- 
tences describing the sequence of activities, and then these 
sentences should be placed on the blackboard to be used as a 
reading lesson. The following is a typical sequence: 

We sprinkled the clothes. 

We rolled the clothes. 

We spread the clothes on the ironing board. 

We ironed the clothes. 

We folded the clothes. 



62 



CORRELATED HAND-WORK. 



MONDAY— WASH DAY. 




WASH BENCH. 

Material:— Paper, 8-inch 
square. 

1. Fold into sixteen 
squares. 

2. Cut on solid lines. 

3. Form into box 
and crease. 

4. Paste laps, form- 
ing an oblong box. 

5. Cut out the tri- 
angular pieces from the 
sides. 



1. 
2. 
3. 

4. 

5. 

6. 

paste. 



WASH TUB. 

Material:— 8-inch square. 

Fold and cut oblong, 8 inches by 2 inches. 

Make crease about one-half inch from long edge. 

Make cuts from edge to this crease (see sketch). 

Paste ends together. 

Cut piece for bottom and paste. 

Cut free-hand small pieces of paper for handles and 




CORRELATED HAND-WORK. 



63 



PAIL. 

Material:— Paper, 4 inches by 2 inches; oblong. 

1. Cut off one-half inch on long side. 

2. Paste ends together. 

3. Cut strips for handle and paste. 

Note:— The pail may be made with bottom. (See construction of 
wash tub). 




WASH BOARD. 

Material:— Paper, 4-inch square. 

1. Fold on diameter and cut. 

2. Cut free-hand from oblong the outline of wash board. 

3. Fold the wide part into as narrow oblongs as pos- 
sible; open, and the paper will resemble surface of wash board. 



WASH BOILER. 

Material: — Paper, 8-inch square. 

1. Fold and cut oblong 8 inches by 2 inches. 

2. Paste ends together. 

3. Cut and paste handles. 

4. Give it oblong shape. 



64 CORRELATED HANDWORK. 



Cut free-hand. 



CLOTHES PINS. 

Material: - Paper. 




Cut free-hand. 



GARMENTS. 

Material :— Paper. 



CLOTHES HANGING ON LINE. 

Material : — Paper. 
Cut free-hand. 



CORRELATED HAND-WORK. 



65 



TUESDAY— IRONING DAY. 





IRONING BOARD. 

Material :— Cardboard. 
Cut free-hand. 

FLAT IRON. 

Material :— Clay. 

1. Form clay into shape 
of the iron. 

2. Make handles and 
fasten. \ 

SLEEVE BOARD. 

Material :— Cardboard. 

Cut free-hand without 
creasing. 



66 



CORRELATED HAND-WORK. 



WEDNESDAY— MENDING DAY. 



An exercise with the cardboard loom may occur in this connection to 
show the principle of darning. See page 73. 




NEEDLE WITH THREAD. 

Material:— Black paper. 
Free-hand cutting. 

SPOOL. 

Material:— Black paper. 
Free-hand cutting. 



THIMBLE. 

Material:— Black paper. 

Free-hand cutting. 



CORRELATED HAND-WORK. 



67 



THURSDAY— SHOPPING DAY. 



HAND BAG. 

Material: — Paper, two 8 -inch 
squares. 

1. Fold diameters. 

2. Fold one edge to 
diameter and cut on crease. 

3. Fold short diameter 
of oblong, thus making the 
body of the bag. 

4. Fold diameters of the 
other square. 

5. Fold paper into four 
oblongs parallel with one of 
the diameters. 

6. Turn paper over and 
fold into eight oblongs par- 
allel with the same diameter. 

7. Cut on the other 
diameter. 



8. Fold the two 
oblongs on creases 
already made, mak- 
ing oblongs 4 inches 
by 1 inch. 

9. Paste these at 
each end of the bag. 

10. Cut strips of 
paper for handles 
and paste. 




68 



CORRELATED HAND-WORK. 



PARASOL. 




Material : — Paper, 8-inch 
square. 

1. Fold diameters. 

2. Fold diagonals. 

3. Fold paper on 
the creases made, thus 
forming it into the 
shape of a triangle. 

4. Cut the side of 
this triangle opposite 
the center of the orig- 
inal square slightly 
concave. 

5. Unfold and crease 
all the lines from the 
same side. 

6. Cut on one of the 
lines to the center and 
paste. 

7. Use a 4-incli 
splint for handle. 




MUFF. 

Material:— Paper, 4-inch square. 

1. Fold diameter and cut. 

2. Form into cyhnder and 
paste. 



CORRELATED HAND-WORK. 



69 



FRIDAY— SWEEPING DAY. 



BROOM. 

Material :— Paper. 
Cut free-hand. 



DUST-PAN. 

Material :— Paper. 
Cut free-hand. 




mi 



t 



T>VC^5^ 




-^»wr*ki— sw ■"■^;«WAB*«<WW" 



70 



CORRELATED HANDWORK. 



FEATHER DUSTER. 

Material: — Paper, 8-inch square. 





1. Fold diameter and 
cut. 

2. Fold short diameter 
of one of the oblongs. 

3. Leaving the paper 
folded, double it again. 

4. Make cuts about 1 Yt. 
inches long very close to- 
gether on long edge, the 
paper being kept folded. 

5. Unfold and roll 
tightly. 

6. Fasten the edge by 
pasting. 



CORRELATED HAND-WORK. 71 



SATURDAY— BAKING DAY. 



BAKING PAN— Material:— Paper, 4-inch square. 
COOKIE CUTTER— Material:— Paper, 4-inch square. 
MIXING bowl-Material:— Clay. 
ROLLING PIN— Material:— Clay. 
PITCHER- Material:— Cardboard. 
CAKE SPOON— Material: - Cardboard. 
BREAD BOARD— Material: -Cardboard. 
See drawings, pages 77, 78, 77. 



CLOTHING. 



CORRELATED LITERATURE. 

The Boy and the Sheep by Ann Taylor— The Posy Ring. 

PICTURES. 

The Sheepshearers .... by Millet. 

The Flock of Sheep by Rosa Bonheur. 

The Knitting Lesson .... by Senderland. 

The Spinner by Nicholas Maes. 



72 



CORRELATED HAND-WORK. 



By way of preparation enumerate the articles of clothing 
worn by a little boy and those worn by a little girl. Have the 
children make booklets (see page 28) composed of pictures of 
the wearing apparel of boys and girls cut from magazines, 
newspapers, or fashion sheets. These cuttings should be 
collected by the children themselves and cut either at home or 
at school. As a related exercise in reading the teacher might 
prepare on a duplicator the words and have the children mount 
them under corresponding pictures. 




Introduce a brief study of fabrics by means of an assort- 
ment of small pieces of cotton cloth, woolen cloth, silk, satin 
and velvet. The children should be trained to identify and 
sort these by means of touch or by means of sight. A helpful 
associated exercise for impressing this knowledge is mounting 
on pieces of paper or cardboard specimens of different materials 
in connection with the sentences: This is wool, This is cotton, 
etc. These mountings should be bound together into a booklet. 

The attention of the children is now called to the structure 
of the cloth, the arrangement of the warp and the woof, by 
ravelling a piece of cloth of coarse quality. The woolen cloth 
should be traced back to its source, the sheep, through the 
processes of weaving, dyeing, spinning, washing and cutting 
the wool. 



CORRELATED HAND-WORK. 



73 




CARDBOARD LOOMS. 

A simple way of intro- 
ducing the study of weaving 
is furnished by means of the 
cardboard looms. These are 
made by the pupils of the 
fourth grade, in their man- 
ual training lesson, of 160 
lb. Bristol board, or of Rail- 
road board. 

Loom No. 1 is made of a 
piece of cardboard about 4K 
inches by 4 inches, by cut- 
ting slits about '? 8-inch 
deep on two opposite edges 
of the cardboard. The warp 
may be put on either by 
winding the yarn around 
the cardboard, carrying it 
through the slits ; or by bring- 
ing the yarn over the face of 
the cardboard, carrying it 
through the slit and back of 
the small piece between the 
slits into the next opening 
over the face again, etc. 

Loom No. 2 is made of the 
same size cardboard, and 
holes are punched -%-inch 
from short sides and K-inch 



74 



CORRELATED HAND-WORK. 




a:> 



apart. These holes may also be made 
with a darning-needle. 

Any coarse yarn may be used ; German 
knitting yarn is very good for the purpose. 
With these looms it seems best to let the 
children use the same quality of yarn for 
the warp and the woof. Teach the children 
to put the warp on the loom, and then, 
using a tapestry needle for the weaving, 
give them the simple exercise of over one 
and under one. A variety of patterns may 
be woven with these little looms. For sug- 
gestions see Paper Weaving. 

Loom No. 2 can be used only once as it 
has to be cut to get the cloth off, but as the 
making of the loom is a good exercise for 
the advanced manual training classes, at 
least two for each pupil may easily be pro- 
vided. 

WOODEN LOOMS. 

These are also made by older pupils. The 
boys in the wood-working classes of the 
second or even first year can easily make 
them. Each first grade should be furnished 
with at least thirty looms. 

The warp may be put on the loom in 
three different ways according to the coarse- 




CORRELATED HAND-WORK. 



75 




nessof the material used as woof. (See illustration). Any 
kind of coarse yarn or raffia may be woven on this loom with 
carpet warp. To keep the woof from drawing the cloth 
toe-ether it is convenient to have a "stretcher. It is made o± 
wood with a brad in each end. (See sketch). It is moved 

forward iromtime 
to time as the 
weavingproceeds. 

A plain piece of 
wood may be used 
as a loom by put- 
ting in brads at 
proper distances. 
(See sketch). 




SHUTTLE 

Used for the weaving 




CORRELATED HAND-WORK. 



FOOD. 



CORRELATED LITERATURE. 

The Seed by Kate L. Brown— Songs of the Tree-top and Meadow. 

The Baby Seed Song by E. Nesbit - The Posy Ring by Wiggin and Srnith. 

Thank you Pretty Cow by Jane Taylor —The Posy Ring. 

The Story of The Little Red Hen— Graded Literature Series, Book L 

Who likes the Rain by Clara D. Bates— Songs of the Tree-top and Meadow. 

Making Butter— Emilie Poullsson's Finger Plays. 

Blow, Wind, Blow — Nursery Rhyme. 

The children have seen the preparation of food at home, 
and now they are led to appreciate the different industries and 
occupations that contribute towards the food supply. Most 
children have run errands to the grocery store, taken milk from 
the milk man, noticed the ice brought in, accompanied some 
older person to the vegetable market, and there come in contact 
with the market-gardener and the farmer. The subject should 
be brought before the children by a series of questions, calling 
to mind experiences that they have had related to these activ- 
ities, and in that way basing new knowledge upon facts already 
known to them. Questions:— Name some of the articles that 
your mother uses on baking day ? What do you do to help 
her? Where do you go for the sugar? What did you see in 
the store? 





1 











BAKING. 

Trace briefly with the children the 
history of a grain of wheat from the 
farm to the mill and grocery store into 
the loaf of bread. Have some grains 
of wheat and let the children crush 
them, calling attention to the white 
contents. 

FLOUR BAG. 

Material: — Paper, 8-inch square. 



1. 

2. 
inch. 

3. 

4. 

5. 
paste 



Fold diameter and cut. 

Fold into 4 oblongs 8 inches by 1 



Fold short diameter. 

Cut on solid lines. 

Fold on short diameter 



and 



CORRELATED HAND-WORK. 



77 



COOKIE CUTTER. 

Material: - Paper, 8-inch square. 




.^v,«,^,.,«.«;,^t^^^?^f^•■" 



1. Fold and cut from square an oblong 8 inches by 1 inch. 

2. Paste the ends together. 

3. Cut narrow strips of paper for handle and paste. 



ROLLING PIN. 
Material:— Clay. 



/"\ 



C._ 



-./ 




1 Make cylinder about 1 ^ inches by >^ inch. The children 
can do this easily by rolling the clay between their hands and 
then flattening the ends. .i • + +u^ 

2. Roll handles separately and press them gently into the 

ends of the cylinder. 



78 



CORRELATED HAND-WORK. 



BAKING PAN. 



Material: — Paper, 4-inch square. 



B 



C 



JA 



1. Fold into sixteen squares. 

2. Cut off one row of squares. 

3. Cut on solid lines. 

4. Form into an oblong box and paste the corner squares 
so that point A meets point B and then paste square C to the 
outside. Finish the other end of the box in the same way. By 
pasting the model in this manner, the long sides will slant sim- 
ilar to the sides of a baking pan. 

5. Cut ends even with sides. 







CORRELATED HAND-WORK. 79 



MIXING BOWL. 

Material :— Clay. 
Model from soft clay. 



;;/-^: 



BREAD BOARD. 

Material : - Cardboard. 

Cut free-hand oblong to represent 
bread board. 




TABLEAU. 

Arrange the above articles on the 
top of the desk. The children may 
make oblong tables of paper (see page 
25) for the tableau. Then the use of 
each article may be reviewed. 



CAKE SPOON. 

Material : — Cardboard. 
Cut free-hand long handled spoon. 



80 



CORRELATED HAND-WORK. 



THE GROCERY STORE. 



SQUARE BOX. 

Material:— Paper, 8-inch or 4-inch square. 



1 ^ ' 

] 1 1 


_l 


1 1 
1 1 
1 1 




1 1 
1 1 
1 1 




1 1 
1 1 

V 



1. Fold into sixteen 
squares. 

2. Cut on sold lines. 

3. Cut openings for 
handles. 

4. Crease and paste. 




CORRELATED HAND-WORK. 



81 



BASKET. 

Material:— 8-inch or 4-inch square. 



1. Fold into sixteen squares. 

2. Cut on solid lines. 

3. Crease and paste. 

4. Cut oblong free-hand to represent handle and paste 
inside the basket. 











82 



CORRELATED HAND-WORK. 



GROCERY WAGON. 

Material:— Paper, two 8-inch squares and cardboard. 




1. Fold the square into four equal oblongs. 

2. Fold the other diameter and cut. 

3. Paste one of the papers outside of the other so that a 
square prism is formed open at both ends, 

4. Cut off three sides of one end about Vz inch. 

5. For the axles cut off two oblongs of the other square 
about 3 inches wide. 

6. Roll these oblongs as tight as possible into two cylinders 
and paste. 

7. Cut wheels of cardboard about 1>4 inches and Xyi 
inches diameter. 

8. Pierce holes in the centers so that the wheels fit 
closely on the axles. 

9. Cut two small pieces of paper and paste to the bottom 
of the wagon holding the axles in place. 

10. Cut shaft free-hand of cardboard and paste to cart. 

Note.— A much easier way of making the wagon would be to paste 
wheels to the sides of the wagon; the children then, however, lose the 
pleasure of seeing the wheels move around. 

VEGETABLES. 
Material : — Paper. 
Cut free-hand the different kinds of vegetables seen in the 
store. 

FRUIT. 
Material: — Paper, Watercolors. 

Paint fruits seen in the store. Washes may be made and 
then cuttings made from these. 



CORRELATED HAND-WORK. 



83 



THE KITCHEN GARDENER. 



The study of the grocery store and the market will naturally 
lead to a discussion of the kitchen gardener. Let the children 
make the implements he uses such as the hoe, the spade, 
and the rake. 



HOE. 

Material : — Cardboard 
and4-inch wooden splint. 

1. Cut free-hand a 
piece of cardboard to 
serve as the blade. 

2. Pierce hole and 
put in handle. 




SPADE. 

Material : — Cardboard 
and 4-inch splint. 

1. Cut free-hand. 

2. Make two holes 
and insert handle. 




84 



CORRELATED HAND-WORK. 



RAKE. 

Material:— Cardboard and 4-inch splint. 

1. Cut oblong about 2^ inches by 1 inch. 

2. Make one edge serrated and put in handle. 




»Tr*r&-'.Tffii-iTin. "rcr.,~^-- 









These implements may be used in the sandtray to show the 
children how to cultivate a little patch of ground which they may 
have at home and to show them how to plant seeds. Let the 
children use the spade or the hoe for turning over the soil, and 
then use the rake for leveling the surface. The children may 
play planting seeds in the sand, but in order that they may get 
an idea of the germination and growth of the seed it is necessary 
to see the seeds growing either in a window box or in an out- 
side garden. Permit each child to plant a seed in the window 
box and let the children take turns in watering and caring for 
the garden. The natural outcome of these activities would be 
to encourage children to attempt gardening at home. 




CORRELATED HAND-WORK. 85 



CHAPTER II. 



THE INDIANS. 



The Indians of the New Stone Age of Culture-the Indians 
whom the Europeans found in North Eastern United States - 
should be the subject of study. The teacher needs to keep the 
accounts of the food, clothing, and shelter, the descriptions of 
implements, and of the modes of obtaining and preparing food, 
consistent with this stage of culture. 

The stories of Longfellow's Hiawatha place the modes of 
Indian life before us in a literary form. The account of Hia- 
watha's childhood-Section HI, lines 64 to 159 inclusive-gives 
the home life of the wigwam, the growing Indian boy's close 
contact with nature, and his intimate knowledge of her ways. 

The story of Hiawatha's Hunting- Section HI, lines 160 to 
235 inclusive— appropriately introduces the subjects of food and 
clothing, and the Mondamin story -Section V- with its account 
of the gift of the maize, opens up the entire problem of the 
food supply. In connection with the hunting, Landseer's 
picture, " The Monarch of the Glen," or Rosa Bonheur's "On 
the Alert," should be shown ; and the garments worn by the 
Indian described ; and an account given of the Indian process 



86 CORRELATED HAND-WORK. 

of tanning skins, and the tools used by them in doing this 
work. Supplement the Mondamin story with a description of 
the Indian modes of preparing food. 

Additional stories to be given are : 

Story of the Building of the Canoe— Section VII, lines 1 to 
106 inclusive; Hiawatha's Sailing— Section VII, lines 106 to 140 
inclusive. 

As a fine sympathy for nature and for outdoor life is a 
sentiment the teacher should seek to encourage, the section 
Hiawatha's Childhood should be supplemented by some short 
simple poems expressing this feeling. A Boy's Song by James 
Hogg— A Book of Famous Verse by Agnes Repplier— is a 
simple poem showing this keen enjoyment of outdoor life. 
Other appropriate poems are : 

Boats Sail on the River by Christine Rosetti— Sing Song, 
A Book of Rhymes. 

Lady Moon by Lord Houghton— Child-life in Poetry by 
Whittier. 

Who Stole the Bird's Nest by Lydia M. Childs-Prose 
and Verse for Beginners by Horace Scudder, 

It is advisable to use the following descriptive outline in 
connection with the selected parts of the poem, in order to make 
the modes of life there described more complete and definite. 

APPEARANCE. 

Coppery or reddish brown in color, long straight black 
hair, high cheek bones, wide faces, black eyes. 

DRESS. 

Principal material : Tanned deerskins. Study the process 
of tanning and note the scraper of chipped stone or of bone. 

Men : Leggins of skin fringed with strips of skin along 
the outer edges. A jacket or shirt of skin reaching to the 
knees, decorated with pictures, painted in colors or patterns 
worked with beads or brightly dyed porcupine quills. Blanket 
or robe of skin. Moccasins. Necklaces of beads or made of 
trophies of the war and hunt. Feathers in the hair. 

Women : Leggins heavily beaded. Skirt reaching a little 
below the knee. Jacket. Ornaments of beads. 



CORRELATED HAND-WORK. 87 



WIGWAM. 

Frame work made of poles from thirteen to eighteen in 
number. The smaller ends are tied together, the poles are 
then raised and spread out so as to cover a large circle on the 
ground. Over the framework of poles are spread tanned skins 
laced together to fit it. The lower ends of the skin covering 
are pegged down. There is a doorway over which hangs a flap 
of skin, which serves as a door. There is a smoke hole at the 
top. From the poles hang eagle feathers or beaver tails. The 
exterior is decorated with representations of the sun, the moon, 
animals, etc. 

FOOD. 
Game, fish dried and fresh, fruits, nuts, roots, corn. 

PREPARATION OF FOOD. 

Grinding of corn with pestle and mortar. Baking of cakes 
by spitting them on sharp sticks to bring them in contact with 
the fire. Broiling meat, spitting it on sharp sticks. Boiling 
meat by putting hot stones into the water. At a later stage a 
framework was built over the fire and the food placed upon it 
to broil. This is often shown in the standard illustrations of 
the broiling of fish. Making of maple sugar using pails and 
tubes made of bark. 

HOW THE INDIAN GIRLS SPENT THEIR TIME. 

They helped their mothers cook, sew, keep the wigwam in 
order, plant and grind the corn, tan the skins, gather fruit and 
nuts, embroider with beads, and make pottery. 

HOW THE BOYS SPENT THEIR TIME. 

They fished, learned the habits of the animals, made bows 
and arrows, and practiced shooting, accompanied their fathers 
on the hunt, and set traps. 



CORRELATED HAND-WORK. 



CONSTRUCTIVE WORK. 



STORY OF THE BABYHOOD OF HIAWATHA. 




WIGWAM. 

Material:— Brown paper, 8-inch 
square. 

1. Fold diameter and cut. 

2. Fold short diameter, leave 
folded. 

3. Fold diagonal, leave folded 

(See sketch 1.) 

4. Fold edge A B to A C. 

(See sketch 2.) 

5. Cut on B D. 

6. Open and crease paper to 
form an eight sided pyramid. 

7. Paste together from point 
half way down and open the 
lower part of flaps forming 
the entrance. 



CORRELATED HAND-WORK. 



89 



STORY OF HIAWATHA'S SAILING. 



CANOE. 

Material:— Paper, 8-inch square. 







1. Fold diameter and cut. 

2. Fold one of the oblongs on long diameter and cut 
the bow and stern of the canoe while the paper is folded. 

3. Paste the edges just cut. 



PADDLE. 

Material: — Cardboard or paper. 



Cut free-hand. 



STORY OF MONDAMIN. 



GYPSY KETTLE 



Material:— Clay, 

splints. 



4-inch 



1. Make kettle of clay. 

2. While the clay is 
moist insert a piece of 
a toothpick near top edge 
of kettle so that it may be 
suspended from the tri- 
pod. 

3. Put up in sand-tray. 







90 



CORRELATED HAND-WORK. 



x^;^i 




TOMAHAWK. 

Material : — Cardboard. 
Cut free-hand, 

TABLEAU. 

Cut trees of cardboard and 
place upright with httle 
stands. 

Have the canoe drawn up 
on shore and wigwams. 




CORRELATED HAND-WORK. 



91 



STORY OF HIAWATHA'S HUNTING. 



BOW. 

Material:— Thin slat and thread. 

Let the children fasten the thread to the ends of the slats. 
In country districts the children may bring in twigs to take the 
place of the slats. 

If it is not convenient to have the children make the bow, 
the- teacher should have one for demonstration. 

ARROW. 

The ordinary 4-inch splints may take the place of an arrow 
as it would be difficult for the class to make a correct repre- 
sentation. The teacher should have an arrow for her demon- 
stration. 

SUGAR MAKING. 



PAIL AND TUBES. 
Material: — Paper, 4-inch square. 




1^ 

'II 









1. Fold diameter and 
cut. 

2. Make crease about 
% inch from long edge. 

3. Make cuts from 
edge to this crease. (See 
page 62.) 

4. Paste short edges. 

5. Cut circular piece 
of paper and paste to 
bottom. 

6. Make handle and 
paste. 

7. Roll small tubes of 
paper and paste. 



92 CORRELATED HAND-WORK. 



THE ESKIMO. 



To understand the life of a people one must know the land 
it is lived in. Therefore it is necessary to study the environ- 
ment of snow and ice and fur bearing animals which sustains 
the Eskimos during the long sunless winter, and also to study 
the more genial landscapes of the short summer of continuous 
sunshine. 



LITERATURE. 

Children of the Cold by Frederick Schwatka. 

Eskimo Stories by Mary E. Smith. 

The Story of Agoonac in the Seven Little Sisters by Jane Andrews. 

CORRELATED LITERATURE. 

Snowflakes and the Snow Song by F. D. Sherman— Little Lyrics for Little 

Folks. 
Whene're a Snowflake by M. M. Dodge— The Posy Ring. 
Twinkle, Twinkle, Little Star by Jane Taylor— Prose and Verse for 

Beginners. 
Who am I by Ann Taylor. 

The Story of Llewelyn and His Dog by Robert Southey.— The Children's 
' Story Book by Horace Scudder. 

The Story of Argus, Ulysses' dog from* the Odyssey. 

The dog is the Eskimos' valued servant. Down the ages in 
almost every part of the world man has been faithfully served 
by the dog. Stories illustrating the dog's devotion to his master 
are appropriate in this connection. 



PICTURE. 
Saved by Landseer. 



CORRELATED HAND-WORK. 93 

DESCRIPTIVE OUTLINE. 

The Eskimos are a hunting people forced to move from 
place to place in search of food. In the spring- and summer 
they add to the food supply by catching fish from the lakes 
and rivers. 

CLOTHING. 

They wear two complete suits of fur clothing. The fur of 
the inner suit is turned toward the body, that of the outer suit 
is turned outward. The skins are stretched and pegged down 
to dry ; all the flesh is scraped off" with a sharp flat stone. This 
treatment makes the skins soft and pliable, and they are now 
cut with a knife of bone into garments, and sewed with rein- 
deer sinews. Men and boys wear coats with hoods attached, 
trousers, leggins, boots, and mittens. Women and girls wear 
these same garments and also an apron. They have pockets in 
the sleeves and in the trousers at the ankles, in which they 
keep their bundles of sinews for sewing. The baby wears very 
little clothing ; when out of doors he is carried in his mother's 
hood, in doors he is placed in a bag and hung up against the 
wall until he is old enough to roll around. 

HOUSES. 

As they are a wandering people, living in a locality only a 
comparatively short time, they have learnt to build their simple 
houses very quickly. The igloo or snowhouse is shaped like a 
hemisphere and is built of blocks of ice about three feet long, 
about one and one-half feet wide, and from six inches to one 
foot thick. The occupants must get down on hands and knees 
in order to pass through the entrance, which is nothing but a 
little hole. The door is just a big block of snow placed in the 
door way. A small igloo is usually built in front of the door to 
keep out the wind. The dogs crowd into this storm igloo. A 
covering of loose snow from one to three feet in thickness is 
thrown over the igloo and storm igloo. 

FURNISHINGS. 

The bed is a snow bank built against the wall, covered with 
skins. The lamp or stove is made of a stone chipped into the 



94 CORRELATED HAND-WORK. 

shape of a clam shell. This hollowed stone or bowl holds the 
oil. The wick, which is the moss gathered from the rocks, is 
placed along the edge. Native knives are made of bone and 
ivory. They get steel blades from the traders. The snow 
shovel is made of pieces of wood— drift-wood picked up along 
the beach or else gotten from the traders— sewed together with 
reindeer sinew; the handle is made of the horn of the musk ox. 
The shovel is tipped with part of a reindeer horn. 

SUMMER HOUSE. 

Tent. —The frame is of walrus bones and has a covering of 
reindeer skins. They carry the tent with them in their wan- 
derings from place to place and set it up close to the source of 
the food supply. 

FOOD. 

In winter they have the flesh of the seal, walrus, reindeer, 
and other native animals ; they have also oil and dried fish. 

They have hard work getting water. The boys cut a hole 
in the ice covering of a fresh water lake. They are careful to 
keep the hole the same diameter all the way down, as they will 
try to catch fish through the hole afterward. If no water is 
obtainable in this way the girls bring in snow and ice to 
be melted in stone kettles over the stove. In summer they eat 
the flesh of animals and birds, birds' eggs, fresh fish, especially 
salmon, and a few berries they find. Boys, women, and girls 
fish with hook and line. The line is a reindeer sinew. In the 
spring they spear fish in great numbers at the rapids of the 
rivers. Many of these fish are dried and kept for future use. 

The musk ox cup. —The wider base of a musk ox horn is boiled 
in a kettle, scraped to the proper thickness, bent into shape, 
and then left to dry. It is made for the purpose of holding 
soup. 

THE DOGS. 

They pull the sledges bearing passengers and heavy loads. 
They are driven in the shape of the letter V. The dog at 
the converging point is the leader. The driver manages him 



CORRELATED HAND-WORK. 



95 



entirely with his voice, and as he acts so all the others do. The 
dogs also help in reindeer and seal hunting. 

The sled is made of walrus bones bound together with 
strips of seal skin. The harness is made of walrus hide or 
seal skin. 

The canoe is a frame of walrus bones covered with seal skin. 



CONSTRUCTIVE WORK. 



SNOW HOUSE. 

Material:— Clay. 




""iiiiiiimm""'"""" 



c.::2> 



The different parts of the house are modelled of clay and 
put together in the sand-tray. 

The more advanced children may build this house of little 
cubes of clay in the same manner as the Eskimo does, laying 
one layer above another as shown in sketch. 



96 



CORRELATED HAND-WORK. 



SLED. 

Material: — Paper, 8-inch square. 




' ' ji *J~ ■ ' ' ' t »rt^^^ ^'? ^^-Jt t .'^-.U . JBi ! U AiSSb w:i^Si??t^^?JiW«i#- '^ ^y^^ 




1. Fold diameter and cut. 

2. Fold long diameter. 

3. Fold edges to diameter. 

4. Cut the runners slanting in front. 

5. The uprights at the back of the sled are made by 
pasting strips of cardboard or paper to the sides. 



DOGS. 

Material : — Paper. 




Cut free-hand. Have the children make little stands and 
paste to the sides so that the dogs will stand. 

Note:— If copies of hectographed drawings of dogs are given to the 
children, the outcome of this lesson will be more satisfactory. 



CORRELATED HAND-WORK. 



97 



CANOE. 

Material: — Paper, 8-inch square. 

1. Fold diameter and cut. 

2. Fold long diameter and cut oblong 8 inches by 2 inches. 

3. Fold long diameter of oblong. 

4. Cut bow and stern and paste. 



PADDLE. 

Material :— Cardboard. 
Cut free-hand. 





HARPOON 

Material:— Cardboard. 
Cut free-hand. 




LAMP. 

Material:— Clay. 

Have the children model the lamp 
and explain how it is used. 



98 



CORRELATED HAND-WORK. 



/ 



„^ 



\ 



\ 



\. 



M 



TABLEAU. 

Have the children arrange the snow 
house, the sled, the dogs, and the 
canoe in their relative positions in 
the sand-tray. Cut white paper into 
small pieces to represent snow. 



CORRELATED HAND-V/ORK. 99 



THE ANCIENT SHEPHERD LIFE OF 
THE FAR EAST. 



CORFIELATED LITERATURE. 

Mary had a little Lamb— Prose and Verse for Beginners. 

Little Bo-Peep— Nursery Rymes. 

The Lamb by William Blake— Prose and Verse for Beginners by Horace 

Scudder. 
The Shepherd bj^ William Blake — Songs of Innocence. 
Twenty- third Psalm 



PICTURES. 

David, the Shepherd . . by Elizabeth Gardner. 

The Shepherdess . . .by Lerolle. 

The Return of the Flock . , by Daubigny. 

The Knitting Shepherdess . . by Millet. 

The Sheep Fold . . . by Jacque. 

Sheep Pasture . . -by Auguste Bonheur. 



After a consideration of the Indian and Eskimo aggressive 
modes of wresting a livelihood from their respective environ- 
ments, the amenity of the shepherd life exercises a gentle and 
gracious influence. 

Site of the Settlement:— A grassy tract in proximity to 
trees and a spring or well. The shepherds stayed in a place 
until the flocks had consumed all the grass. The well as the 
center of community life is shown in the stories of ' ' Rebecca 
at the well " and "Rachel meeting Jacob at the well." The 
well was covered with a great stone so heavy that it required 
the strength of several shepherds to roll it away. The trees of 
this region were the oak, cedar, olive and palm. Wild barley, 
wild grapes, figs, quinces, pomegranates, almonds, and walnuts 
were plentiful. 



100 CORRELATED HAND-WORK. 

The Tent:— The branches of a tree were trimmed off and 
a covering of skin or cloth placed over this framework. The 
covering was pegged down. Near the tent was the sheep fold, 
an enclosure for the sheep. 

DRESS. 

The shepherd wore a tunic made of sheep skin or woolen 
cloth and carried a crook. At times he wore a mantle to pro- 
tect himself against the winds and the weather. When he 
slept out of doors at night he wrapped himself in this mantle. 
He wore sandals. 



FOOD. 

The diet was mainly vegetable food, flesh being eaten 
sparingly. Milk, cheese, butter, roots, fruits, nuts, wine, and 
honey were articles of diet. 

Bread Making:— The meal was placed in a shallow dish 
mixed with water, kneaded, and salt added. Then a wood fire 
was kindled on the hearth stones; after they were heated the 
embers were raked aside, the dough placed on the stone and 
covered with ashes. Later the ashes were raked aside, the 
cakes turned and covered again. 

Mill:— Ears of barley were crushed between two stones. 
The lower stone was convex and the upper correspondingly 
concave. The lower stone was hard, the upper softer and 
smaller with a rough surface. The center of the upper stone 
had a hole for pouring in the grain. A handle was inserted in 
its upper surface near the edge. The mill was placed on a 
sheepskin to receive the flour as it passed out between the stones. 

Vessels or bowls for holding food were usually gourds 
(melons and mock oranges cut in halves). They made jars of 
clay for water. They also used skins for larger, vessels. 

The shepherd led his flock to pasture in the early morning 
and did not return until evening. At noon he sought refuge 
under an olive tree from the heat of the sun and played upon 
his pastoral reed. The sheep also sought shade, either lying 
on the ground or grazing. All the sheep knew the shepherds 
voice and responded to the names he gave them. He cared 
tenderly for the hurt and wounded and would search for the 
stray lambs. Ordinarily he returned home each evening and 
ate his evening meal under an oak tree. It was spread on a 
mat woven of grass or rushes. Sometimes he watched the 
sheep at night because of dangers from wild beasts, or he slept 
near them in the open air wrapped in his mantle. The shep- 
herds knew a good deal about the moon and the stars. 



CORRELATED HAND-WORK. 101 



REBECCA AT THE WELL. 

A traveler made his camels kneel down near a well at the 
time of the evenirg when the daughters of the households come 
out to draw water. He thought, to one of the maidens, I shall 
say, "Letdown thy jar, I pray thee, that I may drink." At 
that moment a beautiful maiden with her jar on her shoulder 
came to the well. When she had filled her jar, the traveler 
ran to her and said, "Let me, I pray thee, drink a little water 
from thy jar." The maiden quickly let the jar down on her 
hand, saying, "Drink, my Lord, and also for thy camels, will 
I draw water until they have finished drinking." Again and 
again she went to the well until the traveler and his camels 
were satisfied with drinking. The traveler wondered at her. 
He said, "Tell me, I pray thee, is there room in thy father's 
tents for us to stay this night." "We have straw in plenty 
and also room for thee," the gentle maiden answered. She 
ran to her home and told about the stranger and her brother 
went to the well to meet him. He welcomed him with these 
beautiful words, "Come in, thou blessed of the Lord; why 
standest thou without? I have prepared the tent and room for 
the camels. ' ' The stranger entered and food was set before him. 



JACOB MEETS RACHEL AT THE WELL. 

And after Jacob had traveled a long way he came to a well 
in a wide meadow and upon the mouth of the well was a great 
stone. Three flocks of sheep were lying near the well. Jacob 
spoke to the waiting sherpherds, saying, "Know ye Leban?" 
and they answered, "We know him." Jacob then asked, Is 
he well?" and they said, "He is well; and behold Rachel, his 
daughter, coming with the sheep." Then said Jacob, "Lo, the 
day is long yet, it is not time that the sheep should be driven 
home. Why do ye not give the sheep drink ?" "We cannot," 
answered the shepherds, "until all the flocks be gathered. 
Together then the shepherds roll the stone from the mouth of 
the well and we give the thirsty sheep the clear cool water to 
drink. After the sheep are satisfied the shepherds put^the 
great stone in its place again, upon the mouth of the well." 

While they were still speaking Rachel came with her 
father's sheep, for she was a shepherdess. Jacob went to the 
well, rolled the stone from its mouth and gave Rachel's thirsty 
sheep the clear cool water to drink. He told her that he was 
her cousin and she ran home to tell her father. When Leban 
learned of Jacob's coming, he went to meet him and brought 
him to his tent and Jacob lived with Leban a long time. 



102 



CORRELATED HAND-WORK. 



CONSTRUCTIVE WORK. 




TENT 

Material : — Soft paper o r 
cloth, splints or twigs if they 
can be procured. 

The splints are put in 
the sand and the paper or 
cloth placed over them. 



Note:— The tents of the peo- 
ple of Asia Minor were made by 
cutting off the upper branches 
of a tree and then the cloth was 
spread over it. 



SHEEP. 

Material:— Clay. 

Form the body of clay. 
Parts of tooth picks may 
be inserted to serve as legs. 
A device interesting to the 
children is pasting a thin 
coat of cotton batting over 
the clay. 



WELL. 

Material :— Clay. 

Represent the well in the 
sand-tray by a bowl mod- 
elled of clay and sunk in 
the sand. If feasible per- 
mit the children to pour 
some water into the well. 



CORRELATED HAND-WORK. 



103 




MILL. 

Material:— Clay, tooth pick. 

1. Model the two stones. 

2. Insert part of tooth pick 
in the center of both stones to 
serve as an axis. 

3. Make opening at the cen- 
ter of the upper stone. 

4. Insert handle. 



MORTAR AND PESTLE FOR CRUSHING GRAIN. 

Material:— Clay. 



y^ 



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V, 



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'*«•* f,,„.s...V{ 4 -'' 



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•V?5KV**«e^'X»5»s t''^'* 



104 CORRELATED HAND-WORK. 

RAFFIA MAT. 

Material:— Raffia and yarn woven on the loom. 
Note:— Meals were spread upon mats woven of rushes or grass. 

ENCLOSURE FOR SHEEP. 
Material: — Pegs in sand- tray. 




CORRELATED HAND-WORK. 



105 



CHAPTER III. 



THANKSGIVING. 



CORRELATED LITERATUFIE. 



Stories of the Pilgrims, the Mayflower, and the first Thanksgiving. 
Children Sing by Margaret Sangster in Little Knights and Little Ladies. 
A Prayer by M. Bentham Edwards— The Posy Ring by Kate Douglas 

Wiggin. 
Over the River by Lydia M. Childs -The Posy Ring. 
All Things Bright and Beautiful by Cecil F. Alexander— The Land ot 

Song, Vol. L 



PICTURES. 



The Pilgrim Exiles 

The Return of the Mayflower 

Priscilla . 

Pilgrims going to Church . 

Priscilla Spinning 

John Alden and Priscilla 

The Landing of the Pilgrims 



by Boughton 
by Boughton 
by Boughton 
by Boughton 
by Barre 
by Boughton 
by Rothermel 



106 



CORRELATED HAND-WORK. 



MAYFLOWER. 

Material:— Clay, paper, and tooth picks. 




1. Form the clay 
into the shape of a 
boat. It is better not 
to attempt to make 
it hollow. 

2. Cut pieces of 
paper of different 
sizes for the sails as 
shown in sketch. 

3. Pierce these in 
two places and put 
the tooth picks 
through both holes, 
thus representing 
the masts and the 
sails. f„---i 

4. Set the masts 
into the clay at the 
proper places. 



HOUSE. 

Material: -Paper, 4-inch square. 




For construction see page 26. 

Cut piece for chimney and paste to the outside. 



CORRELATED HAND-WORK. 



107 



TABLEAU. 



VILLAGE OF PLYMOUTH. 

This tableau will represent the seven 
houses, the church, the Mayflower off 
the shore, and the Plymouth Rock. 
These different objects previously 
made by the pupils are arranged in- 
the sand-tray. Paper painted blue 
may be used to represent the bay. 
As there are several houses required 
this tableau may be worked out by a 
group of several children if it is not 
convenient to have each child make 
seven houses. This repetition of the 
same exercise would be practical only 
if the constructive work in this case 
could take the place of busywork. 



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108 



CORRELATED HAND-WORK. 



PILGRIM'S GUN. 
Material :— Paper. 
Cut free-hand. 



PILGRIM'S SWORD. 

Material: —Paper. 
Cut free-hand. 



CORRELATED HAND-WORK. 



109 



PLATES. 

Material : — Paper. 

Cut circular pieces of paper and decorate with water colors. 
These are used in the tableau of a Pilgrim's house. Clay may 
be used instead of paper. 




PILGRIM'S HAT. 

Material: -Clay. 

Make the two parts of the hat 
separately; for the brim a thin 
circular piece is made. 



PILGRIM'S CHURN. 

Material:— Paper, 4-inch square. 

1. Fold and cut oblong 4 inches 
by 3 inches. 

2. Form into a cylinder and 
paste. 

3. Cut handles. 

4. Cut a circular piece for the 
cover. 

5. Make hole in the centre of 
this and insert 4-inch splint. 



f ! 




y\ 




110 



CORRELATED HAND-WORK. 





1 1 

1 1 

1 1 




- 


1 1 
1 1 


— 






c 












1 1 

1 1 

1 1 
1 1 


, 


1 


A 




1 
Bi 




— — 


V 


D 




C 


\ 


: 


E 




F 




H 




G 


/ 




' 1 ' 

1 ' 1 





CRADLE. 

Material: — Paper, two 4-inch 
squares. 

A 1. Fold into sixteen 
squares. 

2. Cut (M one row of 
squares. 

3. Cut on solid lines. 

4. Form into an oblong 
box and paste the corner 
squares so that point A 
meets point B and then 
paste square C to the out- 
side. 

B THE ROCKERS. 

1. Fold the other paper 
into sixteen squares. 

2. Cut off one row of 
squares. 

3. Fold each edge to the 
nearest crease. 

4. Cut on creases just 
formed. 

5. Cut out oblongs ABC 
D and E F G H. 

6. Fold on centre line. 

7. Leave folded and cut, 
free-hand, curve of rockers. 

8. Cut on centre line. 

9. Paste to top, using 
squares as laps. 



cu 




CORRELATED HAND-WORK. 



Ill 



c 




B 




E 






F 


D 




A 


t ^3 



Ipf^ 





f^ 



CLOCK. 



Material: — Paper, 8-inch square. 

1. Fold into four equal 
oblongs. 

2. Fold edge A to crease B. 

3. Fold edge C to crease D. 

4. Draw face of the clock. 
The children may use a circu- 
lar piece of cardboard or a 
coin. 

5. Crease on lines B E F 
and D and paste the two out- 
side oblongs. 



112 



CORRELATED HAND-WORK. 







U^\l 






1 

1 




1 
1 
1 



1 I 



CHAIR. 



Material:— Paper, 4-inch 
square. 




1. 
2. 
3. 

4. 
eter 

5. 

6. 
part 



Fold into four oblongs. 
Cut off one oblong. 
Fold short diameter. 
Fold one edge to diam- 



Cut on solid lines. 
Cut free-hand top of 
forming the back of 
the chair. 

7. Crease and paste. 

8. Cut out the oblongs to 
form the legs. 



CORRELATED HAND-WORK. 



113 



r- 


- -\ — 


r 
! 

i 

1 
1 
- t 
1 
1 

1 
1 

1 

L. 


1 > 












-l^- 




'b 




. 


- - ^ 




1 \ 




/ ' 




\ 




/ 1 






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/ 


1 


\ 1 




1 / 


1 

1 


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D 



Introducing- the subject with 
the stories of the wanderings 
of the Pilgrims, sailing of the 
Mayflower, and the first 
Thanksgiving, the children 
will be interested in the home, 
the dress of the Pilgrims, and 
the colony at Plymouth. 

FIRE PLACE. 

Material:— Paper, two 8-inch 
squares. 

1. Fold into sixteen squares, 
but avoid making creases for 
the diameters. 

2. Fold diagonals of square 
A B C D. 

3. Cut on diagonals. 

4. Fold top edge (see draw- 
ing) to nearest crease and cut. 

5. The other 8-inch square 
is folded into sixteen squares. 

6. Cut on solid lines. 

7. Crease and paste box. 

8. Paste the laps A E D, 
A E B, and B E Cto the inside 
of the box. 

9. Roll a strip of paper 
tightly, cut off and paste to the 
side of the fire place to hold 
the kettle. 




114 



CORRELATED HAND-WORK. 



PLYMOUTH ROCK. 



Material : — Clay. 



Have the children model the clay into the form of the 
rock and use it later as a part of the tableau of the Plymouth 
settlement. 



TABLEAU. 



ROOM IN A PILGRIM HOUSE. 




The clock, the cradle, the fire place, the chair, and the 
plates of paper mounted over the fire place may be grouped to 
represent a room in the Pilgrim house. 



CORRELATED HAND-WORK. 



115 



CHRISTMAS. 



CORRELATED LITERATURE. 

The First Christmas Tree by Eugene Field- A Little Book of Profitable 

Tales. 
Why do Bells of Christmas Ring? by Eugene Field— The Posy Ring. 
The Christmas Silence, by Margaret Deland— The Posy Ring. 
I Saw Three Ships-The Posy Ring. 
Santa Claus — The Posy Ring. 

The Visit from St. Nicholas by C. C. Moore— The Land of Song. 
Old Christmas by Mary Howitt— The Land of Song. 



PICTURES. 



The Holy Night 

The Arrival of the Shepherds 

The Holy Family 

The Visit of St. Nicholas 



by Correggio 
by Le Rolle 
by Miller 
by Jan Steen 




FESTOON. 

Material:— Paper, red and green, 4-inch squares. 

1. Fold into four oblongs. 

2. Cut on creases. 

3. Paste these oblongs forming a chain. 



116 



CORRELATED HAND-WORK. 



FESTOON. 



Material: — Paper, 8-inch square. 



1. Fold into four equal oblongs. 

2. Leave folded into oblong 8 inches by 2 inches. 

3. Cut as shown in sketch. 

4. Open carefully one surface at a time. 




VaVa/aVWaVaVA 



CORRELATED HAND-WORK. 



117 



FESTOON. 



Material: — Paper, 8-inch square. 

1. Fold into 16 squares. 

2. Cut paper on creases in four 
equal oblongs, 

3. F.old one of the oblongs on 
creases, thus forming a 2-inch square. 

4. Fold this square once more on 
diameter. 

5. Cut as shown in sketch. 




Note: The difficulty in making this fes- 
toon is the cutting of eight thicknesses of 
paper at the same time. Good shears are 
necessary. It may be advissble to select 
some of the stronger children to make it. 
A great variety of festoons can be made 
from this fold. 



118 



CORRELATED HAND-WORK. 





BASKET. 



Material:— Paper, 8-inch square. 

1. Fold diameter. 

2. Leave folded and fold the other 
diameter. 

3. Leave folded and fold the 
diagonal going to the centre of large 
square. 

4. Make incisions. 

5. Open carefully. 

"" Note: — The cutting of 8 thicknesses of 
paper at the same time may be avoided by 
doing the cutting after the second step has 
been taken. Then unfold and fold paper on 
the diagonals and cut. 



CORRELATED HAND-WORK. 



119 



STARS. 



Material:— Thin paper. 




If tissue paper or some other kind of thin paper is supphed, 
the children can cut a great variety of stars. The ordinary 
paper for folding would be too difficult to cut when folded into 
eight thicknesses. 

1. Fold the square on diameter, double the paper again on 
short diameter. 

2. Leave folded and fold on the diagonal and cut. 



120 



CORRELATED HAND-WORK. 





LANTERN. 



Material:— Paper, 8-inch 
square. 

1. Fold diameter. 

2. Leave folded and 
make cuts >2-inch apart 
from diameter to with- 
in 1-inch of the opposite 
edge. 

3. Open fold and 
paste edges. 

4. Cut narrow strip 
for handle. 



CORRELATED HAND-WORK. 



121 




FIRE PLACE. 

Material:— Paper, two 8-inch squares. 

For construction see page 113. 

STOCKING. 

Material : — Cardboard. 

Cut big stocking free-hand and paste toys that have been 
cut on the stocking, then fasten it to the fire place. 

CHRISTMAS TREE. 

Material: — Green Paper. 

Cut free-hand and mount on paper or cardboard. 



TOYS. 

Material : — Paper. 

Cut free-hand toy animals, dolls, guns, sleds, etc., and 
mount on the tree. 



122 CORRELATED HAND-WORK. 



/ \ BELL. 

\ Material:— Needle, 

\ • thread, cardboard. 



/ 



These cards must be 



/ * 

/ \ prepared for the chil- 

/ I dren. 

/ \ BELL. 



Material : — Paper. 
Free-hand cutting. 



TT 



.X 



PRESENTS MADE BY CHILDREN. 

The teacher should encourage the children to make little 
presents for their parents. The simplest things, provided they 
are the result of the child's own activity, will be valued by the 
father and mother of the child. 

A verse from one of the poems they have learned copied by 
the children and mounted with some little picture would please 
the parents. 

A Calendar for January.— Have a higher class rule the 
lines on a plain piece of white paper; then the 1st grade 
children may write the numbers and the name of the month. 
Let them mount it on a piece of cardboard with some appro- 
priate picture or free-hand cuttings. This exercise may be 
repeated each month. 

Picture frame of paper, 

Table mat of spoolwork. 

Holder. 

Paper weight of clay decorated. 

A windmill for little brother or sister. 

Some of the paper furniture for little brother or sister. 



CORRELATED HAND-WORK. 



123 



WASHINGTON'S BIRTHDAY. 



CORRELATED LITERATURE. 

Stories from Washington's Life. , , ^ ^^. ^- , 

The songs America and the Star Spangled Banner, puttmg particular 
emphasis on the poems themselves. 



PICTURES. 

Portrait of George Washington 
Portrait of Martha Washington . 
Mount Vernon. 
Washington Crossing the Delaware . 



by Gilbert Stuart 
by Gilbert Stuart 

by E. Leutze 




CHERRIES. 

Material : — Paper. 

1. Make red and 
green washes or use 
colored papers, 

2. Cut cherries and 
fohage and mount on 
paper or cardboard. 



HATCHET. 

Material:— Cardboard. 

Free-hand cutting. 



124 



CORRELATED HAND-WORK. 



TENT. 
Material:— Paper, 4-inch square. 



Z;__:__:\ 


1 

c 1 


1 1 

1 1 A 

1 1 


D 1 


1 ' 

1 B 



1. Fold into sixteen 
squares. 

2. Fold diagonals of 
corner squares. 

3. Cut on these di- 
agonals. 

4. Cut on solid lines. 

5. Paste square A to 
B and C to D. 

6. A slit may be cut 
in one end and the 
edges folded out to 
represent the opening 
of the tent. 



f^ 




^.„..A- 



CORRELATED HAND-WORK. 



125 



CANNON. 

Material:— Clay and tooth pick. 




1. Make wheels, two thin circular pieces of clay. 

2. Join them with the tooth pick. 

3. Make the stock and place between the wheels. 

4. Make cannon and place on top of stock. 

DRUM. 

Material:— Clay or paper. 



.s::::-. 



::^ 



""**iii%;;j. 



''I. 'jTfp -v 



;S*' 



For construction of paper see page 62. 
DRUM STICKS. 

Material:— Clay or toothpicks. 



126 



CORRELATED HAND-WORK. 




FLAG. 

Material : — Paper. 










1. Make red and blue washes or 
use colored papers, 

2. Cut red paper into strips and 
paste on white paper. 

3. Paste blue ground with small 
white stars. 



TABLEAU. 

WASHINGTON'S CAMP. 

Let groups of the children place 
their tents and their cannons to repre- 
sent a camp. One small flag may be 
fastened to a splint and placed in the 
camp. 



CORRELATED HAND-WORK. 



127 



EASTER. 



LITERATURE RELATED TO EASTER AS THE SYMBOL OF 
AWAKENING LIFE. 

What Robin Told by George Cooper. 

A Secret. 

Waiting to Grow by Frank French. 

Talking in their Sleep by Edith M. Thomas. 

(See Songs of the Tree-top and Meadow bj' Mrs. McMurray.) 

Who am I by Ann Taylor. 

Over in the Meadow by Olive Wadsworth— Child Life in Poetry by Whittier. 



PICTURES. 



Little Ducks 
Moving Day 
A Rabbit 




by Deffenbach 

by Lengo 

by Albert Durer 

CHICKEN COOP. 

Material: -Paper, 8-inch square. 

1. Fold into sixteen squares. 

2. Fold diagonals of corner 
squares. 

3. Cut on solid lines. 

4. Paste square A to B and 
square C to D. 

5. At one of the ends cut 
openings to represent the open 
places between the slats. 

CHICKENS. 

Material: -Clay, tooth picks. 

1. Make several small 
(^-inch) bodies representing 
chickens. 

2. Break off tooth pick and 
put into the clay to serve as 
the chickens' legs. 




128 CORRELATED HAND-WORK. 

BOWL. 

Material:— Clay. 

Form clay into the shape of a bowl about 1-inch in 
diameter. 



EASTER LILLIES. 

Material :— Paper. 




Cut white paper to represent the flowers and green paper 
or green wash to represent the leaves and mount on cardboard 
■or paper. 



CORRELATED HAND- WORK. 129 



COLUMBUS. 



CORRELATED ART. 

Columbus at the Court of Spain . . .by Brozik 
Columbus on the Deck of the Santa Maria . by Carl Piloty 
The Landing of Columbus . . . .by Van Der Lyn 

The Statue— The First Inspirations of 

Columbus .by Monteverde 



CHRISTOPHER COLUMBUS. 

A long-, long time ago, there lived in a beautiful city of 
sunny Italy, a boy named Christopher Columbus. His father 
was a wool comber. Christopher helped his father comb the 
wool and went to school and learned to read, to write, and to 
draw maps and charts. 

Now the beautiful city in which Christopher lived, Genoa, 
was on the sea. And when his school was over, he liked to go 
down to the busy wharves and watch the sailors preparing the 
ships for distant voyages and listen to their stories of the won- 
derful far away lands, where strange people lived and where 
sparkling jewels, shining gold, and soft silks were so plentiful 
they could be had for the asking. He was especially interested 
in the acounts of a rich land in the far east, called Cathay, and 
he made up his mind to become a sailor and make voyages to 
this wonderful country. And sure enough, when Christopher 
was only fourteen years old, because he could draw maps so 
well, because he knew so much about ships, and because he was 
so fearless, the captain of a sailing vessel took him as a cabin 
boy upon a long and exciting voyage. 

Years passed, Christopher was a man now. He had been 
captain of a number of vessels and had sailed to many a distant 
land, but still he had not been to Cathay. It was such a long, 
long, dangerous voyage, that very few captains had dared to 
undertake it. The scholars who made maps, brave captains, 
and the kings whose lands bordered on the seas, were all 
anxious to find a short and safe way to get to Cathay. Colum- 
bus was one of the captains who was thinking of a short and 
safe way to Cathay. He thought of it day and night; he talked 
with sailors and with scholars; he studied the sea and the land; 
he studied maps and he read books. After a time, he came to 
believe the earth to be round. ' 'Now since the earth is round, 
he said, "instead of sailing eastward, all a captain would have 
to do would be to keep on sailing toward the setting sun until he 



130 CORRELATED HAND-WORK. 

came to Cathay." When people heard that Columbus believed 
the earth to be round and Cathay could be reached by sailing 
straight ahead toward the setting sun, they laughed at the 
idea and said, "His mind is not sound." You see everyone 
believed the earth was flat and the sea upon which Columbus 
spoke of sailing reached clear to the end of the world, and if 
ships should come to the end of the world they would fall off 
into a terrible pit full of dreadful monsters. Even though 
people laughed at his ideas and said he was crazy, Columbus 
was sure he was right, and tried hard to get ships and sailors, 
so he might find the new way to Cathay. 

He traveled from country to country waiting on great lords 
and on powerful kings. But many thought his plans wild and 
foolish and some even refused to listen to him. His wanderings 
finally brought him to Spain. The King and Queen of Spain were 
carrying on a war. As they moved from city to city, Columbus 
followed them, hoping for a chance to tell them about his plan 
for finding a short and safe way to Cathay. Years passed and 
still the King and Queen had not allowed him to come and tell 
them about his plans. Meanwhile his hair had turned snowy 
white and he had become very poor. He had about given up 
hope and made up his mind to go to the king of another country 
and beg him for ships and sailors, when the Queen sent for 
him. So Columbus came to the splendid palace and told Queen 
Isabella and her wise men all about his idea of the shape of the 
earth and how he believed he could reach Cathay by sailing 
straight toward the setting sun. He explained his plans so 
well that Queen Isabella— the King was not there— said she 
would help nim get the ships and the sailors. "But, Queen 
Isabella," the wise men said, "you have spent all your money 
for the war." And the Queen rephed, "Then I will sell my 
jewels to raise money to buy ships and hire the sailors." So 
after seventeen long years of wandering and waiting, Columbus' 
wish had come true. 

The Queen gave Columbus three small ships called caravels. 
We should think them much too small to sail upon the great 
wide sea, but Columbus was not afraid, he was glad to get 
them. But how was he to find sailors ? This was hard indeed. 
Most sailors were afraid to sail upon the great wide open sea. 
They called it the "Sea of Darkness," because they believed 
terrible monsters hved in its depths. "These monsters," they 
complained, "will sink the ships and eat us up. " After haunt- 
ing the wharves for many days, Columbus finally found enough 
men to sail his ships. So one morning in August, Columbus 
sailed out into the "Sea of Darkness" to find Cathay, leaving 
wives and babies on the wharf crying bitterly, because they 
feared the sailors would never return. 

When the last piece of land faded from sight and nothing 



CORRELATED HAND-WORK. 131 



could be seen but the great dreary sea, stretching on every side 
as far as the eye could see, and the sky overhead, the sailors 
were filled with fear and sadness. Columbus tried to encourage 
them with promises of gold and jewels, but they, fearing they 
should never see land again, would not be comforted. After 
days of sailing they were cheered by the sight of birds and 
pieces of grass. These were signs that land could not be far 
off. But days passed and still they saw no land. At one time, 
the wind blew just one way, toward Cathay, and they feared 
no wind would rise to carry them home again. The homeward 
wind blew again and still no land could be seen. "Turn back, 
take us home, Columbus," the sailors begged. "Let us go on 
just a few days more," coaxed Columbus. Then the sailors 
said one to another, "We will watch for a chance to throw him 
into the sea and then we shall be free to sail back to Spain." 
Very soon, however, many sure signs of the nearness of land 
were seen. All thoughts of throwing Columbus into the sea 
and sailing homeward were given up. Columbus felt sure they 
might reach land any hour now. Every sailor was eager to be 
the first to see land. No one slept that night and sure enough 
before sunrise next morning a sailor shouted the joyful news, 
"Land! Land! Land!" 

Soon after sunrise on Oct. 12, 1492, ten weeks after leavmg 
Spain, Columbus, the captains of the other two caravels and 
many of the sailors landed on the shore of an island, which 
belonged not to Cathay, but to a new world, a new world of 
which no one in Spain or Italy had ever heard or dreamed of. 
Columbus wore a splendid red cloak and carried the flag of the 
King and Queen of Spain. Each captain carried a white banner 
with a green cross on it. As they stepped on the shore the 
whole company fell upon their knees and thanked God for 
bringing them to such a beautiful land. Then Columbus, draw- 
ing his sword and holding forward the flag of Spain, said, "I 
take possession of this beautiful island and all the land about 
here in the name of her most Christian Majesty Queen Isabella 
of Spain." 

The people who lived on the island did not know what to 
make of the white faced strangers dressed in brightly colored 
clothes and shining steel, so they ran away to the woods. 
After a time they came back to shore and went up to the won- 
derful strangers. Columbus gave them glass beads and little 
bells and in return they gave him parrots and cotton thread. 
Columbus inquired by signs where gold could be found and 
thev pointed to the south. Because he believed he had found 
an island near India, he called the simple dark skinned people 
Indians. He sailed south in search of the gold which he had 
promised to get for the King and Queen, but though he sought 
and sought he found none. He knew they would be disap- 



132 CORRELATED HAND-WORK. 

pointed because he had not found gold, still he sailed back to 
Spain to tell them about the beautiful islands he had discovered 
and the gold he hoped to find. 

When he landed he wrote a letter to King Ferdinand and 
Queen Isabella and they answered inviting him to come to their 
palace at once. Columbus was met by a splendid procession 
which escorted him to the palace. As he passed through the 
streets, gay with flags and the bright dresses of thousands of 
people, the church bells were rung and the people cheered him 
loudly. The King and Queen wearing rich velvet robes and 
their jeweled crowns sat upon the throne; around them stood 
beautiful ladies and brave lords. Columbus knelt before the 
throne and kissed Queen Isabella's white hand. Their Majesties 
called him Lord Admiral and bade him rise and be seated before 
them and tell them all about the wonderful lands he had dis- 
covered. This was indeed a great honor ! Only those to whom 
their Majesties wished to show special honor were invited to sit 
in their presence. What a proud and happy day for Columbus! 

It was soon known that Columbus would make another 
voyage to the new world and this time there was no difficulty 
getting men. Many were eager to go and it was a large com- 
pany that sailed with him the second time. But when these 
men failed to find the gold they had come in search of, they 
became angry and blamed Columbus. Many of them went back 
to Spain and complained of him to the King and Queen, so 
Columbus thought he might better go to Spain himself and tell 
their Majesties all his troubles. They treated him kindly and 
urged him to go back to the new world. 

When Columbus returned he found things going very badly. 
The men having treated the Indians very cruelly were now 
having trouble with them constantly. Besides sickness had 
broken out among them and even yet they had found no gold. 
Soon they complained so bitterly about Columbus that their 
Majesties sent over a governor to take his place. The new 
governor believed the stories the men told about him and at last 
he sent Columbus, the man who had found the new world for 
Spain, back to Spain in chains. Poor Columbus, he was sick 
unto death, nearly blind, and a prisoner. Once in Spain Queen 
Isabella set him free. 

After a time he went to the new world again, but he came 
back poor, sick, and broken hearted. He had failed completely. 
A few weeks after his return his kind friend Queen Isabella 
died and now all his hopes were gone, from King Ferdinand he 
could not hope for any help. He died a little more than a year 
after the Queen, poor and neglected. 



CORRELATED HAND-WORK. 



133 



CARAVEL. 



Material: — Clay, tooth picks, and white paper. 




1. Model the clay to represent the caravel. 

2. Cut the sails. 

3. Make two small holes in the papers and place them on 
the masts. 

4. Insert the masts. 



134 



CORRELATED HAND-WORK. 



THE BANNER OF COLUMBUS. 



Material:— White and green paper; a splint or piece of wood for standard. 



1 I ^ 

I 
1 

I ~ 

I 
^1 



1. Fold the green paper 
into sixteen squares and cut 
a cross. 

2. Cut letters F and Y 
and mount with cross, or 
write them on white paper. 

3. Make a standard and 
show how it was carried as 
compared with a flag. 




SPHERE. 



Material:— Clay. 



1. Form ball of clay. 

2. Mark points to repre- 
sent Spain and the new 
world. 



Note:— This sphere is used to illustrate Columbus' idea of the shape 
of the earth and how it was that he thought that Cathay could be reached 
by sailing west. 



CORRELATED HAND-WORK. 135 

SWORD. 

Material:— Cardboard. 
Free-hand cutting. 



ANCHOR. 




Free-hand cutting. 



136 CORRELATED HAND-WORK. 



CHAPTER IV. 



BUSY WORK EXERCISES ASSOCIATED 
WITH THE READING. 



During the years preceding his learning to read, the child 
associates the spoken forms of language with their correspond- 
ing mental images. In order to read, a new kind of association 
must be established. Mental images, which have heretofore 
been connected only with the spoken words and sentences, are 
now to be associated with the printed and written forms of these 
same words and sentences. The child does not take readily to 
these new forms, and it taxes the teacher's ingenuity to put 
them before him repeatedly in varied and attractive ways so 
that he may learn to recognize them quickly and easily in a 
comparatively short tirne. Busy work exercises planned with 
the motive of giving experiences associating words and their 
corresponding pictures, matching printed and written forms of 
words, using familiar words in simple descriptions of pictures, 
and finding written or printed words when spoken words are 
given, are invaluable aids in the reading. 



CORRELATED HAND-WORK. 



137 



ASSOCIATION OF WORDS WITH CORRESPONDING 
PICTURES. 





Material:— An envelope containing small squares of cardboard. Upon 
each is hectographed a word or a simple picture. The words appear 
in print and in script, but upon separate pieces of cardboard. The 
pictures are simple illustrations of the various words. The children 
may assist in the preparation of this material; if the teacher hecto- 
graphs the words and picture upon large sheets of cardboard enclos- 
ing each word and pictures in squares of uniform, size, the children 
can easily cut out the little squares. If the teacher is unable to draw, 
she can likely iind a teacher in her building who draws readily and 
who will be willing to sketch the simple outline drawings on the paper 
prepared for the hectograph. 

Exercise:— To match the words with their corresponding 
pictures. The child places the pictures on his desk and finds 
the appropriate words to put with them. 



138 



CORRELATED HAND-WORK. 



MATCHING THE FOUR APPEARANCES OF WORDS. 



With 




Material: — An envelope containing small squares of cardboard. Upon 
each is hectographed a word in print or in script. The four 
appearances of all the words which have been taught are given; the 
printed word beginning with a capital letter, the printed word begin- 
ning with a small letter, the script word beginning with a capital 
letter, the script word beginning with a small letter. 

Exercise:— To find and place in groups the four appear- 
ances of each word. 



CORRELATED HAND-WORK. 



139 



DESCRIPTIONS OF SIMPLE PICTURES. 



Materials:— Picture representing a simple and familiar situation the 
description of which involves using words that children have studied. 
Many appropriate pictures may be found in the advertising supple- 
ments of magazines. Envelope containing small squares of cardboard 
upon which are hectographed familiar words. 



ZW md/ & 'UMa 




lAJZL 



'.fon/ 



iAil puLu unlk YWi\ uMacnv 



Exercise:— To compose a few sentences describing the 
picture, using the words contained in the envelope. The 
sentences are arranged on the desk. 



Note:— Permit the children to read their compositions to the class or 
at times allow them to read one another's compositions. 



140 



CORRELATED HAND-WORK. 



DESCRIPTIONS OF SIMPLE PICTURES. 



Material:— A simple picture, its description involving the use of familiar 
words. As the child may not be able to spell some of the words from 
memory, they are written on the cardboard upon which the picture is 
mounted. Boxes containing letters. 




i@@ mm mmm Mwm 



Exercise:— To compose a few sentences describing the 
picture. Each word is built up with the letters. 



CORRELATED HAND-WORK. 141 



PREPARATION OF CARDS FOR A WORD VARIATION OF 
THE LOTTO GAME. 



Material:— A piece of cardboard about 7 inches by 5 inches. Twelve small 
pieces of paper, upon each is hectographed one of twelve different 
words. 




Exercise:— To mount the words upon the cardboard in 
three parallel columns. 

The cards are used afterwards in playing a variation of 
lotto. The teacher pronounces the words, without regard to 
the order in which they are placed upon the cards. As each 
word is given the child covers it with a lentil or a peg. The 
game is very stimulating. As the child is eager to hear the 
word as soon as it is pronounced and to find it quickly, so he 
may be in readiness for the next word, he gives undivided 
attention and observes the words on his card carefully but 
rapidly. Ready recognition of the words is promoted. Because 
of the new interest which the game gives the words, they are 
remembered. 



142 



CORRELATED HAND-WORK. 



NUMBER WORK. 



The modern method of teaching the elementary number 
relations by means of comparisons of various objects is more 
efficient than the older methods. An even more vivid and a 
more lasting impression is made, however, when a child is given 
an opportunity for immediate reaction upon the ideas presented. 

A few suggestions of the ways in which paper folding and 
cutting may be used in this connection are given below. Under 
each heading a variety of different problems readily suggest 
themselves to the teacher. 



RELATIONS OF MAGNITUDES ILLUSTRATED BY MEANS 
OF CONSTRUCTIVE EXERCISES. 



1. EQUAL, LARGER, AND SMALLER. 

Exercise:— Fold and cut oblongs the same size. Cut an 
oblong larger than a given oblong. Cut oblong smaller than a 
given oblong. 



CORRELATED HAND-WORK. 



143 




2. THE STANDARD OF MEASUREMENT: THE INCH. 

Exercise:— Fold a 4-inch square into four equal oblongs 
and cut. These oblongs will be 1-inch wide. Let the children 
measure with these, smaller objects, or pieces of paper, using 
the 1-inch end. Repeat this exercise for a few periods. 



3. CONSTRUCT OBLONGS OF A GIVEN LENGTH. 

Exercise:— The paper is folded into 1-inch squares and 
then cut into strips 1-inch wide. Ask for oblongs up to ten 
inches or over in length, so that the children need in some 
cases to paste the strips together. 



144 



CORRELATED HAND-WORK. 



4. CONSTRUCT OBLONGS A DEFINITE NUMBER OF INCHES LARGER THAN A 

GIVEN OBLONG. 

Exercise— 1. Make an oblong three inches long. 2. Make 
an oblong two inches longer than three. 



5, MAKE OBLONGS A DEFINITE NUMBER OF INCHES SHORTER THAN A 

GIVEN OBLONG. 

Exercise— 1. Make an oblong five inches long. 2. Make 
an oblong two inches shorter than five. 



MAKE OBLONGS A CERTAIN NUMBER OF TIMES LARGER THAN A 
CERTAIN OBLONG. 



Exercise— 1. Make an oblong three inches long, 
an oblong twice as large as three inches. 



2. Make 



7. MAKE OBLONGS A CERTAIN FRACTION OF A GIVEN OBLONG. 

Exercise— 1. Make an oblong four inches long. 2. Make 
an oblong half as large as four inches. 



CORRELATED HAND-WORK. 



145 



8. COMBINATION OF NUMBERS. 

Exercise:— Cut and place on the desk the combinations of 5. 



10 



146 



CORRELATED HAND-WORK. 



DISSECTED PICTURES and GEOMETRICAL 

FIGURES. 




The children are given pictures cut into sections and 
allowed to reconstruct these pictures. This activity forms an 
interesting variety of busy work during the first month in school. 
If a large variety is collected by the teacher and put in separate 
envelopes the children will have a new picture for a number of 
different periods. If these pictures were mounted on cardboard 
before being cut it would be much easier for the children to 
handle them and it would insure their preservation from year 
to year. 

Dissected squares, oblongs, and circles of cardboard may 
also be used in the same way. An advantage of these exercises 
is the knowledge the children acquire of the qualities of these 
figures. These cuttings of geometrical figures must be marked 
on one side. 



CORRELATED HAND-WORK. 



147 



DISSECTED PICTURE. 




148 CORRELATED HAND-WORK. 



LAYING OF DESIGNS. 



Cardboard of different colors is cut into 1-inch squares and 
into triangles formed by cutting on diagonals of these squares. 
This is done by the fourth grade pupils in their manual 
training lessons. Envelopes are also made by the fifth grade 
pupils for keeping this material. Each child in the B first grade 
in this way has his own envelope at hand in his desk. Later 
the first grade children may cut these tablets themselves of 
paper after folding. These tablets are used for laying designs 
on the desk. The teacher has a card on which the design to be 
laid is mounted and places this before the class to copy. Later 
the children will be able to make their own designs, As a 
variation these designs may be mounted on cardboard or paper, 
and then as an additional exercise the children may sew the 
outline of the designs with harmoniously colored worsted. For 
a short period these exercises will serve as a valuable variety 
of busy work. 



CORRELATED HAND-WORK. 



149 




150 



CORRELATED HAND-WORK. 



DESIGNS. 




SEWING OF BORDERS. 

Another variety of busy work is sewing of borders on card- 
board. The cards must be prepared for the children either by 
the teacher or by the older pupils. With the assistance of a 
duplicator these cards can be prepared very quickly. Lines 
have to be drawn and dots placed to indicate the length of the 
stitches. The distances between the dots should not be less 
than one inch for the earlier exercises. 

These borders may also be laid with sticks. 



CORRELATED HAND-WORK. 



151 



BORDERS. 



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152 CORRELATED HAND-WORK. 



PAPER WEAVING. 



Material:— Rag paper (wrapping paper) for the mats, cut in 8-inch 
squares. Thin colored paper for the strips also cut in 8-inch squares. 




The mats and the strips are cut by the pupils. 

Cutting of the Mats:— Fold the square into eight oblongs 
8 inches by 1-inch. Fold the other diameter and leave folded. 
Cut from the folded edge on each crease and half way between 
the crease to a crease made 1-inch from the opposite edge. The 
last crease is made to secure a uniform margin. Better results 
may be obtained in the cutting of the mats, if the paper is 
folded twice and four thicknesses of paper cut at the same 
time. After folding the diameter this edge is folded to the 
margin. (See sketch.) This method will work well with 
comparatively thin paper. To press out the folds the mats 
may be placed for a time inside a heavy book or under some 
pressure. 

The strips for weaving are cut >^-inch wide on a crease. 

These mats and strips may be cut by older pupils in the 
manual training lessons. 



CORRELATED HAND-WORK. 



153 















PAPER WEAVING. 








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154 



CORRELATED HAND-WORK. 





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CORRELATED HAND-WORK. 



155 



BRICKLAYING. 



Material:— Little bricks made of basswood 1-inch by >^-inch by X-inch 
and >^-inch by ;^-inch by X-inch. 

These are made and stained by the pupils of the seventh 
grade in their manual training lessons. Carboard boxes 6 
inches by 3>^ inches by 1-inch with cover 6/^ inches by 35^ 
inches by ^-inch are made by the pupils of the fifth grade in 
the cardboard construction lesson. 

USE OF BRICKS. 

Each pupil is given a box containing fifty of the larger and 
ten of the smaller sizes. The top of the desk is used for laying 
the different designs. They are suggested to the pupils either 
from drawings on the blackboard or are worked out indepen- 
dently by the children. These bricks may also be used in 
connection with exercises in the sand tray. A valuable feature 
of this work is that it will profitably occupy the time of part of 
the class while the others have their lessons with the teacher. 
Besides serving this purpose, bricklaying is a valuable phase 
of manual training having many of the advantages of the 
regular constructive work. 

The bricks may also be used to form the letters of the 
alphabet and words and short sentences may be laid. 

FRAME. 



1 1 1 1 1 1 1 1 








STEPS. 



BORDER. 






156 



CORRELATED HAND-WORK. 



WINDOWS. 



III - 



BRICK WALL. 



LADDER. 



TABLE. 



CORRELATED HAND-WORK. 



157 



CHAIR. 




SCHOOL HOUSE. 





158 



CORRELATED HAND-WORK. 



CLOCK. 





CHURCH. 





I I I I 



I I I I 



D D 



CORRELATED HAND-WORK. 



159 



ALPHABET. 







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160 



CORRELATED HAND-WORK. 



WORK WITH CLAY AND TOOTH PICKS. 

A profitable occupation may be furnished the children by 
means of exercises with clay and short sized tooth picks. In 
making the different articles the children roll little marbles 
about r^^-inch or )4-inch diameter and insert the tooth picks 
about to the center of the marble. If the clay is allowed to 
dry the models become quite firm. As the children can do most 
of the work independently, these exercises will furnish profit- 
able busy work for a few weeks. 

DUMB BELL. 





SNOW PLOW. 




LADDER. 



OO—O-O^D 



C)=<>^^<>=0 



CORRELATED HAND-WORK. 



161 



TOWER. 



CHAIR. 




BOX. 




162 



CORRELATED HAND-WORK. 



TABLE. 




HOUSE. 




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